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Contemporary perspectives on research in assessment and evaluation in early childhood education /
Researchers, educators, professional organizations, administrators, parents, and policy makers have increased their involvement in the assessment and evaluation of early childhood education programs. This interest has developed swiftly during the last decades. The National Association for the Educat...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Charlotte, NC :
Information Age Publishing, Inc.,
[2015]
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| Colección: | Contemporary perspectives in early childhood education.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 0 | 0 | |a Contemporary perspectives on research in assessment and evaluation in early childhood education / |c edited by Olivia N. Saracho. |
| 264 | 1 | |a Charlotte, NC : |b Information Age Publishing, Inc., |c [2015] | |
| 264 | 4 | |c ©2015 | |
| 300 | |a 1 online resource (ix, 456 pages) : |b illustrations | ||
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| 490 | 1 | |a Contemporary perspectives in early childhood education | |
| 588 | 0 | |a Online resource; title from PDF title page (EBSCO, viewed August 12, 2015). | |
| 504 | |a Includes bibliographical references. | ||
| 520 | |a Researchers, educators, professional organizations, administrators, parents, and policy makers have increased their involvement in the assessment and evaluation of early childhood education programs. This interest has developed swiftly during the last decades. The National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE) developed a position statement titled, "Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8," to address related trends, issues, guiding principles, and values. Appropriate and well-designed evaluations need to address several audiences including researchers, educators, policy makers, children, and parents. They need to encourage the implementation of a strong foundation that improves the quality of the children's education. Child assessment and program evaluation can lead to effective results and better accountability for preschool, kindergarten, and primary school programs. The purpose of this volume is to share a collection of research strands on contemporary perspectives on research in assessment and evaluation in early childhood education. It provides a review and critical analysis of the literature on assessment and evaluation of programs, children, teachers, and settings. The volume begins with a brief introductory chapter that presents the reader with a map of the area, laying out the issues and alternatives, and linking these to the chapters that follow. It addresses several areas including (1) understanding assessment and evaluation with young children, (2) schools and assessment implications, (3) teacher evaluation and professional development, (4) social relationships and assessment, (5) content areas in early education assessment, (6) technology and assessment, and (7) conclusion with future research directions in assessment and evaluation in early childhood education. The volume is of interest to researchers, educators, policy makers, university faculty, graduate students, and general readers who are interested in research on assessment and evaluation in early childhood education. The chapters are authored by established scholars in the field. | ||
| 505 | 0 | |a Cover; Series; Contemporary Perspectives on Research in Assessment and Evaluation in Early Childhood Education; Library of Congress Cataloging-in-Publication Data; Contents; PART I: INTRODUCTION: UNDERSTANDING ASSESSMENT AND EVALUATION OF YOUNG CHILDREN; CHAPTER 1: Research in Early Childhood Educational Assessment and Evaluation; CHAPTER 2: Evaluation in Early Childhood Education; PART II: SCHOOLS AND ASSESSMENT IMPLICATIONS; CHAPTER 3: Assessment and School Readiness; CHAPTER 4: Assessing School Readiness in Early Childhood. | |
| 505 | 8 | |a CHAPTER 5: Emergent Curriculum and the Tension Between Relationship and AssessmentPART III: TEACHER EVALUATION AND PROFESSIONAL DEVELOPMENT; CHAPTER 6: Teacher Effectiveness and Teacher Evaluation in Early Childhood Education; CHAPTER 7: Evaluation of Early Childhood Education Environments and Professional Development; PART IV: SOCIAL RELATIONSHIPS AND ASSESSMENT; CHAPTER 8: Assessment of Caregiver-Child Interactions and Relationships in Infant/Toddler Classrooms; CHAPTER 9: Assessing Children's Peer Relationships in Early Educational and Childcare Settings. | |
| 505 | 8 | |a CHAPTER 10: Play as a Method of Assessing Young Children's Development and LearningPART V: CONTENT AREAS IN EARLY EDUCATION ASSESSMENT; CHAPTER 11: Early Literacy Assessment and the Importance of Oral Language; CHAPTER 12: Interviewing in Early Childhood Mathematics Education; CHAPTER 13: Assessment of English Language Acquisition in Young Dual Language Learners; CHAPTER 14: Assessment of Dual Language Learners in Early Education Settings; PART VI: TECHNOLOGY AND ASSESSMENT; CHAPTER 15: Assessment Using Technology; CHAPTER 16: Computer-Based Testing and Young Children. | |
| 505 | 8 | |a CHAPTER 17: Assessing Young Children's Learning in STEMPART VII: CONCLUSION; CHAPTER 18: Future Directions in Assessment and Evaluation in Early Childhood Education; About the Editor; About the Contributors. | |
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| 650 | 0 | |a Early childhood education |x Evaluation. | |
| 650 | 6 | |a Éducation de la première enfance |x Évaluation. | |
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| 650 | 7 | |a Early childhood education |x Evaluation |2 fast | |
| 700 | 1 | |a Saracho, Olivia N., |e editor. | |
| 830 | 0 | |a Contemporary perspectives in early childhood education. | |
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