Assessment of Culturally and Linguistically Diverse Students by Socorro Herrera

Assessment of Culturally and Linguistically Diverse Students by Socorro Herrera

Assessment of Culturally and Linguistically Diverse Students seeks to pose and answer the important questions that are arising as levels of culturally and linguistically diverse (CLD) learners increase in classrooms across the country. This classroom-ready resource places the emphasis of assessment on the student as an individual and explores questions such as “Where should assessment efforts for CLD students be concentrated?;” ''What are the key aims of assessments?;” and “How should teachers use CLD student assessment findings?” The 3rd Edition has been completely updated with a new chapter on data-driven problem solving, new Teaching Tips, Activity Lesson Plans, and more.

Dr. Socorro G. Herrera serves as Professor of Elementary Education at Kansas State University and directs the Center for Intercultural and Multilingual Advocacy (CIMA) in the College of Education. Certified in elementary education, bilingual education, and school counseling, Dr. Herrera’s research focuses on literacy opportunities with culturally and linguistically diverse students, reading strategies and teacher preparation for diversity in the classroom. She has authored several books, including: Mastering ESL/EFL Methods: Differentiated Instruction for Culturally and Linguistically Diverse (CLD) Students (2005, 2011, 2016), Accelerating Literacy for Diverse Learners: Classroom Strategies That Integrate Social/Emotional Engagement and Academic Achievement, K to 8 (2013, 2017), Crossing the Vocabulary Bridge: Differentiated Strategies for Diverse Secondary Classrooms (2011), Biography-Driven Culturally Responsive Teaching (2010, 2016) and Teaching Reading to English Language Learners: Differentiated Literacies (2010, 2015). Dr. Herrera has authored articles for numerous nationally known journals such as the Bilingual Research Journal, Journal of Research in Education, Journal of Curriculum and Instruction, Journal of Latinos and Education and Journal of Hispanic Higher Education. In addition to her writing, Dr. Herrera conducts multistate and international professional development on issues of instruction and assessment with CLD students.

Dr. Robin Morales Cabral currently works as an Instructor at the Center for Intercultural and Multilingual Advocacy (CIMA) in the College of Education at Kansas State University. She has a background in district-level administration, bilingual speech language pathology, special education (SPED), literacy, assessment and intervention development for culturally and linguistically diverse (CLD) students. Dr. Cabral’s research, teacher preparation efforts and education consultant activities emphasize strengthening teacher, school and district capacities to ensure CLD and SPED students’ full access to an enriched core curriculum with appropriately individualized supports throughout their PreK to 12 educational experiences.

Dr. Kevin Murry is Associate Professor of Curriculum and Instruction in the College of Education at Kansas State University and is Director of Research and Development for the Center for Intercultural and Multilingual Advocacy (CIMA). His scholarship has emphasized the professional development of K to 16 teachers for the assets/needs of culturally and linguistically diverse (CLD) students. Dr. Murry’s recent research and publications have emphasized teacher readiness for best practice with English learners, culturally responsive teaching and assessment practices, as well as the linguistic and cross-cultural dynamics of critically reflective and biography-driven teaching. In addition to his 2 textbooks in ESL/EFL, he has contributed book chapters for Erlbaum & Associates and Association of Teacher Educators (ATE)/Association for Childhood Education International (ACEI). His recent articles appear in the Forum for International Research in Education, Journal of Curriculum and Instruction, Journal of Bilingual Education Research & Instruction and Journal of Teaching and Learning.