¿Cómo pueden ser altamente sobresalientes si no hablan inglés? Percepciones de los maestros de alumnos con talento de segundo grado en un programa bilingüe

Liz Hollingworth

The University of Iowa

Sarah Hale Keuseman

The University of Iowa

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Palabras clave

Educación bilingüe
evaluación
estudiantes sobresalientes

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Resumen

Existe una necesidad de evaluaciones que puedan proporcionar a los educadores valiosa información para lograr intervenciones educativas que ayuden a los estudiantes a alcanzar su potencial académico, en particular a los estudiantes de grupos lingüísticos minoritarios. En este estudio se detalla la relación entre las calificaciones asignadas por los profesores al desempeño de los estudiantes y los resultados en las pruebas estandarizadas de rendimiento escolar y habilidades académicas. Las preguntas de investigación fueron: ¿en qué medida coinciden las calificaciones de los estudiantes asignadas por los maestros y el rendimiento en las pruebas estandarizadas de logros y capacidades académicas?; ¿qué tipo de datos son necesarios para tomar decisiones acerca de la distinción como talentosos y sobresalientes a estudiantes en aprendizaje del inglés?; y ¿qué talentos son pasados por alto o subestimados utilizando los datos que están disponibles para los maestros? Este trabajo se basa en la creciente literatura que aborda una perspectiva social más justa para la identificación y la educación de los niños sobresalientes y talentosos en aprendizaje del inglés.

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