A Critical Examination of Literacy Assessment Routines in a Dual-Language Setting

• In Event: Park Central Roundtable Session 13
  In Roundtable Session: Promising Teacher Practices for Diversity and Inclusion

Abstract

The purpose of this qualitative study was to present the implementation of an organizational process used to critically examine how certain daily school routines legitimize and perpetuate inequities that disadvantage large numbers of students. Specifically, we examined the ways in which teachers used a common literacy assessment practice in a dual language setting with students who were designated as English learners. Findings suggest: (a) routine change happened through the participants’ interactions over time; (b) routine change happened through a series of disruptions; and (c) every day routines were consequential in developing effective instructional practices. This research provides implications for all levels of educational systems in the quest to achieve educational opportunity for all.

(culturally responsive pedagogy, professional communities, routine change)

Authors

• Leanne M. Evans, University of Wisconsin - Milwaukee

• Laurie Burgos, UW-Madison

• Alexis Nass