Review of Collaborative Assessment for Multilingual Learners and Teachers: Pathways to Partnerships, by M. Gottlieb & A. Honigsfeld
DOI:
https://doi.org/10.14507/er.v32.4367Biografia do Autor
Taghreed Waslalah Alhazmi, University of Massachusetts Amherst
Taghreed Alhazmi is a PhD candidate in the College of Education at the University of Massachusetts Amherst and a faculty member at Taibah University specializing in language and communication disorders. She has extensive experience working with children with developmental language disorder, dyslexia, and autism across educational and clinical settings in Saudi Arabia. Taghreed currently serves as a researcher and instructional leader, contributing to projects focused on multilingual assessment and inclusive education. Her research interests include cognitive-linguistic development in Arabic-speaking children, collaborative assessment for multilingual learners, and the integration of innovative technologies to support diverse learners.
Referências
Honigsfeld, A., & Dove, M. G. (2019). Co-teaching for English learners: A guide to collaborative planning, instruction, assessment, and reflection. Corwin.
Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97. https://doi.org/10.3102/0013189X12441244
Wiliam, D. (2011). Embedded formative assessment. Solution Tree Press.
[Book reviewed] Gottlieb, M., & Honigsfeld, A. (2024). Collaborative assessment for multilingual learners and teachers: Pathways to partnerships. Corwin Press.
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