Literaturnachweis - Detailanzeige
| Autor/in | Back, Amy J. |
|---|---|
| Titel | High-Stakes, Standardized Testing and Emergent Bilingual Students in Texas: A Call for Action |
| Quelle | In: Texas Journal of Literacy Education, 8 (2020), S.18-37 (20 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2374-7404 |
| Schlagwörter | High Stakes Tests; Standardized Tests; Student Evaluation; Bilingual Students; High School Students; Public School Teachers; Accountability; Test Bias; Language Tests; English Language Learners; Teacher Education Programs; Texas (El Paso) |
| Abstract | Public schools in the U.S. today are educating more students from language and racial/ethnic minority backgrounds and from lower socioeconomic groups. Schools, however, have a long history of providing inequitable educational opportunities that disadvantage low income students and students of color who are increasingly segregated in under-funded schools. Highstakes, standardized tests have long been a part of Texas education policy even though decades of research show this testing to be a deeply flawed policy that further exacerbates already existing educational inequalities and disadvantages minoritized students. This article contributes to this body of scholarship by offering an overview of findings from an ethnographic study examining how emergent bilingual students experience high-stakes accountability in a public high school in El Paso, Texas. The article concludes by looking to the role that teacher educators and educator preparation programs can play developing agency among in- and preservice teachers to reduce the dominance of the testing system and test-centric instruction in Texas public schools. (As Provided). |
| Anmerkungen | Texas Journal of Literacy Education. Texas Woman's University Department of Reading, MCL 9th Floor, PO Box 425769, Denton, TX 76204. Web site: http://www.talejournal.com/index.php/TJLE |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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