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Teachers' Perceptions of Telpas Culture and Online Testing : = A Phenomenological Study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Teachers' Perceptions of Telpas Culture and Online Testing :/
Reminder of title:	A Phenomenological Study.
Author:	Benzor, Irene.
Description:	1 online resource (116 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
Contained By:	Dissertations Abstracts International85-11A.
Subject:	Bilingual education. -
Online resource:	click for full text (PQDT)
ISBN:	9798382493404

Teachers' Perceptions of Telpas Culture and Online Testing : = A Phenomenological Study.
Benzor, Irene.

Teachers' Perceptions of Telpas Culture and Online Testing :A Phenomenological Study. - 1 online resource (116 pages)

Source: Dissertations Abstracts International, Volume: 85-11, Section: A.

Thesis (Ed.D.)--Lamar University - Beaumont, 2024.

Includes bibliographical references

With over one million emergent bilinguals enrolled in Texas public schools, a call to action and a review of high-stakes online assessment policy for this student population is essential to achieve equity in education. The purpose of this phenomenological study aimed to explore teachers' perceptions of high-stakes online TELPAS testing and digital access for EB students in a Southeast urban Texas Title I school district. The research questions that guided this study explored teachers' instructional preparations, TELPAS' accuracy in measuring English Proficiency, technological resources and digital literacy, and professional development. In this study, 10 bilingual and ESL-certified second through 12th-grade teachers with online TELPAS experience participated. The findings indicated teachers of second language learners embedded sheltered instructional strategies, linguistic accommodations, and blended learning activities into content lessons to align instructional practices with the online TELPAS. However, teachers shared concerns with the accuracy of the speaking and writing domains, technological resources, and digital literacy. Some implications for practice include a focus on quality ongoing cross-curricular sheltered instruction professional development, addressing autoscoring misconceptions, and updating technological resources.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798382493404Subjects--Topical Terms:

1148431
Bilingual education.
Subjects--Index Terms:

Blended learningIndex Terms--Genre/Form:

554714
Electronic books.

Teachers' Perceptions of Telpas Culture and Online Testing : = A Phenomenological Study.
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504 $a Includes bibliographical references
520 $a With over one million emergent bilinguals enrolled in Texas public schools, a call to action and a review of high-stakes online assessment policy for this student population is essential to achieve equity in education. The purpose of this phenomenological study aimed to explore teachers' perceptions of high-stakes online TELPAS testing and digital access for EB students in a Southeast urban Texas Title I school district. The research questions that guided this study explored teachers' instructional preparations, TELPAS' accuracy in measuring English Proficiency, technological resources and digital literacy, and professional development. In this study, 10 bilingual and ESL-certified second through 12th-grade teachers with online TELPAS experience participated. The findings indicated teachers of second language learners embedded sheltered instructional strategies, linguistic accommodations, and blended learning activities into content lessons to align instructional practices with the online TELPAS. However, teachers shared concerns with the accuracy of the speaking and writing domains, technological resources, and digital literacy. Some implications for practice include a focus on quality ongoing cross-curricular sheltered instruction professional development, addressing autoscoring misconceptions, and updating technological resources.
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