Sustaining the Sociopolitical Spirit of Bilingual Education: Assessment Practices and Evaluative Policies for Students Minoritized by National Background and English-Language Proficiency

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Author(s): Saúl I. Maldonado (San Diego State University, USA)and Margarita Machado-Casas (San Diego State University, USA)
Copyright: 2019
Pages: 17
Source title: Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students
Source Author(s)/Editor(s): Jared Keengwe (University of North Dakota, USA)and Grace Onchwari (University of North Dakota, USA)
DOI: 10.4018/978-1-5225-9348-5.ch001

Keywords: Education / Information Science Reference / Instructional Design / Learning Assessment and Measurement

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Abstract

In this chapter, the authors contribute results and recommendations from a study featuring the assessment perspectives of school and district administrators of bilingual education programs from two regional areas in the United States. They also present research literature that informs how teaching and learning environments structure membership and belonging as social desirability factors for students from diverse national and English-language backgrounds.

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Sustaining the Sociopolitical Spirit of Bilingual Education: Assessment Practices and Evaluative Policies for Students Minoritized by National Background and English-Language Proficiency

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