The link between standard and dual language teachers’ Spanish literacy instruction and ue of formative assessments. García, G. E. & Lang, M. G. (2018).

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This article was submitted by Joey García. After re-reading the 1994 García & Pearson article on assessment and diversity, I realized the relevance of the 2018 article to several of the questions that David and I asked at the end of the 1994 article. In the 2018 article, my doctoral student and I used qualitative case studies to examine the link between a school district’s interpretation of the Common Core State Standards (CCSS) and the Spanish literacy instruction of four dual-language teachers (K-2) in a 90-10 dual language program. We also analyzed the extent to which the teachers implemented formative assessments tied to the CCSS, which had been introduced to them through professional staff development.

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