This research examines the social-emotional skills of Latino English Learners (ELs). analyze  classroom context and teacher practices facilitate student growth in social-emotional skills.

Preliminary results indicate that teachers reported higher levels of approaches to learning, attentional focus, and inhibitory control for Latino ELs than for native-English Latinos, Whites, and Black children after controlling for socioeconomic status. 

 The results from this study will be useful in developing a better understanding of Latino English Learners and may help to facilitate their success.          

Come check out her presentation TOMORROW the 22nd in Eng 023

 at 4 p.m.