Teachers' Perspectives on Literacy Assessment and Instruction with Language-Minority Students: A Comparative Study

摘要: In this study we examine the beliefs and practices of special education, credentialed bilingual, bilingual waivered teachers (N = 18 for each group) Latino language-minority students, with regard to literacy/reading, bilingualism/biliteracy, assessment. Multiple data sources were used, including semistructured interviews, a questionnaire, classroom observation (12 teachers), products classrooms) related We found that no group supported single view instruction or Although there was variation within groups, differences between groups (primarily education teachers) evident in about reading/literacy No showed favorable attitude toward bilingualism/biliteracy. identified several seemed differentiate at opposite ends belief continua examined (constructivist vs. direct instruction, authentic skills-based assessment): example, co...