Toward Validation of Tests for Teachers in Spanish/English Bilingual Education Programs. Research and Development Memorandum No. 151.

Autor/inn/en	Merino, Barbara J.; Politzer, Robert L.
Institution	Stanford Univ., CA. Stanford Center for Research and Development in Teaching.
Titel	Toward Validation of Tests for Teachers in Spanish/English Bilingual Education Programs. Research and Development Memorandum No. 151.
Quelle	(1977), (43 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Achievement Gains; Achievement Tests; Attitude Measures; Bilingual Education; Bilingual Students; Educational Background; Elementary Secondary Education; English (Second Language); Language Fluency; Language Tests; Mexican Americans; Spanish; Teacher Aides; Teacher Attitudes; Teacher Characteristics; Teachers; Teaching Methods; Test Validity + Suchen Sie Ihr Suchwort? Schulleistung; Achievement gain; Leistungssteigerung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Bilingual teaching; Bilingualer Unterricht; Vorbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Hispanoamerikaner; Spanisch; Handreichung; Lehrerhilfe; Lehrerverhalten; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Testvalidität
Abstract	This memorandum reports the validation of the SCRDT Tests for Teachers in Spanish/English Bilingual Education Programs. The tests, which are designed for elementary and secondary teachers and aides, measure knowledge of methods used in teaching English as a second language (ESL), teaching Spanish as a second language (SSL), and teaching reading in Spanish; and they measure proficiency in standard Spanish and acquaintance with the non-standard varieties of Spanish found in the southwestern United States. The results of a scale designed to measure teachers' attitudes toward varieties of Spanish used in the Southwest are also reported. The tests, the attitude scale, and a questionnaire covering the language use patterns, personal history, professional preparation, and expertise of the participants were administered to 83 teachers and 64 teachers' aides working in bilingual education programs in 31 schools at 3 sites in the Southwest. At all three sites teacher and aide scores on proficiency in standard Spanish had a significant positive relation to pupil gains; scores on the ESL, SSL, and Spanish Reading Methods tests did not. (Author/MV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC