The Role of Teacher/Child Interaction Assessments in Supporting Professional Learning within 4K Settings.
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| Title: | The Role of Teacher/Child Interaction Assessments in Supporting Professional Learning within 4K Settings. |
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| Authors: | Linder, Sandra M.1 (AUTHOR) sandram@clemson.edu, D'Amico, Leigh2 (AUTHOR), Fan, Xumei3 (AUTHOR) |
| Source: | Early Childhood Education Journal. Dec2024, Vol. 52 Issue 8, p2095-2106. 12p. |
| Subject Terms: | *Career development, *Professional employee training, *Early childhood teachers, *Classroom management, Decision making in children |
| Abstract: | This article presents three cases of school districts/consortia in a southeastern state, where standardized measures focused on teacher/child interactions rather than student outcomes were implemented to guide decision-making. These three districts/consortia were funded annually for three years to implement innovative professional development initiatives for publicly funded 4K, focusing on social and emotional development, language and literacy, and overall classroom quality. Individual outcomes are presented along with commonalities across all three cases. A discussion of how standardized measures focused less on outcomes and more on interactions can support classroom instruction and management and improve dispositions towards assessment. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 180933028 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The Role of Teacher/Child Interaction Assessments in Supporting Professional Learning within 4K Settings. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Linder%2C+Sandra+M%2E%22">Linder, Sandra M.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> sandram@clemson.edu</i><br /><searchLink fieldCode="AR" term="%22D'Amico%2C+Leigh%22">D'Amico, Leigh</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Fan%2C+Xumei%22">Fan, Xumei</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Education+Journal%22">Early Childhood Education Journal</searchLink>. Dec2024, Vol. 52 Issue 8, p2095-2106. 12p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+employee+training%22">Professional employee training</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+teachers%22">Early childhood teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+management%22">Classroom management</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+making+in+children%22">Decision making in children</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This article presents three cases of school districts/consortia in a southeastern state, where standardized measures focused on teacher/child interactions rather than student outcomes were implemented to guide decision-making. These three districts/consortia were funded annually for three years to implement innovative professional development initiatives for publicly funded 4K, focusing on social and emotional development, language and literacy, and overall classroom quality. Individual outcomes are presented along with commonalities across all three cases. A discussion of how standardized measures focused less on outcomes and more on interactions can support classroom instruction and management and improve dispositions towards assessment. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=180933028 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10643-023-01559-8 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 2095 Subjects: – SubjectFull: Career development Type: general – SubjectFull: Professional employee training Type: general – SubjectFull: Early childhood teachers Type: general – SubjectFull: Classroom management Type: general – SubjectFull: Decision making in children Type: general Titles: – TitleFull: The Role of Teacher/Child Interaction Assessments in Supporting Professional Learning within 4K Settings. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Linder, Sandra M. – PersonEntity: Name: NameFull: D'Amico, Leigh – PersonEntity: Name: NameFull: Fan, Xumei IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 10823301 Numbering: – Type: volume Value: 52 – Type: issue Value: 8 Titles: – TitleFull: Early Childhood Education Journal Type: main |
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