Teachers Know, but We Do Too: The Case of Mayan Parents' Assessment Knowledge

Autor/in	Vásquez-Colina, María D.
Titel	Teachers Know, but We Do Too: The Case of Mayan Parents' Assessment Knowledge
Quelle	In: Journal of Latinos and Education, 22 (2023) 1, S.57-69 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vásquez-Colina, María D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2019.1691557
Schlagwörter	Assessment Literacy; Maya (People); Mother Attitudes; Mothers; Knowledge Level; Information Seeking; Migrants; Academic Aspiration; Parent Aspiration; Information Sources; Florida + Suchen Sie Ihr Suchwort? Mutterliebe; Mother; Mutter; Wissensbasis; Informationserschließung; Migrantin; Elternwille; Information source; Informationsquelle
Abstract	Parents' conceptions of assessment are important as they have a key role in supporting their child's educational goals. Through two focus group interviews conducted in Spanish, Mayan mothers (N = 8) discussed their experiences acquiring assessment knowledge. The results suggest that the parents held basic conceptions of assessment, and described different assessment experiences for different purposes. The study highlights how parents interact with different stakeholders when reaching out for assessment information, and how they balance the needs of their child, family, and community. The overall implications can help parents ask assessment questions, become more knowledgeable in the educational process, and inform teacher education programs on how to talk to parents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01