TEACHERS PERSPECTIVES ON LITERACY ASSESSMENT AND INSTRUCTION WITH LANGUAGE-MINORITY STUDENTS - A COMPARATIVE-STUDY

In this study we examine the beliefs and practices of special educatio n, credentialed bilingual, and bilingual waivered teachers (N = 18 for each group) of Latino language-minority students, with regard to lite racy/reading, bilingualism/biliteracy, and assessment. Multiple data s ources were used, including semistructured interviews, a questionnaire , classroom observation (12 teachers), and classroom products (12 clas srooms) related to assessment. We found that no group of teachers supp orted a single view of instruction or assessment. Although there was v ariation within groups, differences between groups (primarily bilingua l and special education teachers) were evident in beliefs about readin g/literacy and assessment. No group showed a favorable attitude toward bilingualism/biliteracy. We identified several classroom practices th at seemed to differentiate teachers at opposite ends of the belief con tinua examined (constructivist vs. direct instruction, authentic vs. s kills-based assessment): for example, constructivist teachers tended t o distribute lessons and assessment throughout the school day and to a llow students more control of activities and assessment. Finally, we f ound that classroom practices were mediated by features of the local c ontext, such as the press for students to learn English and demands on teachers' time.