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Direct linkGonzalez, Virginia – Theory Into Practice, 2012
This article examines major unresolved challenges in the assessment of pre-K-grade 12 multilingual students in US public schools. The ethnic educator approach advocates for a change of paradigms in assessment, one that abandons the medical model to incorporate socio-constructivist theoretical perspectives and pluralistic and progressive social…
Descriptors: Social Justice, Preservice Teacher Education, Ideology, Best Practices
