| The purpose of this study was to gain a better understanding about the relationships among teachers' use of assessments, pedagogical practices, and level of self-efficacy in developing effective instruction for English language learners. Fifty-eight teachers from three Title I elementary schools located in Northern California's San Francisco's Bay Area participated in a 37-item survey. The findings of this study suggest that the majority of teachers do not have an adequate amount of resources and materials to effectively assess and teach English learners. Teachers are not using adequate amounts of formative and summative assessments to guide instruction for this population. Although teachers had moderate to high levels of efficacy in meeting English learners' needs through instruction and differentiation, they had low levels of efficacy in using assessments and motivating and supporting struggling English learners. This study reveals disparities between teachers' efficacy levels in assessment and instruction, a disconnection between the two. |
