For over 25 years, early childhood programs across the country have been using Teaching Strategies» research - based curriculum, professional development resources, and
observational assessment tools to promote positive outcomes for young children.
Not exact matches
The mCLASS mobile classroom
assessment platform (from Wireless Generation) provides a variety of
tools to facilitate
observational assessment, with a focus on early reading.
If interested, see the Review of Article # 1 — the introduction to the special issue here; see the Review of Article # 2 — on VAMs» measurement errors, issues with retroactive revisions, and (more) problems with using standardized tests in VAMs here; see the Review of Article # 3 — on VAMs» potentials here; see the Review of Article # 4 — on
observational systems» potentials here; see the Review of Article # 5 — on teachers» perceptions of observations and student growth here; see the Review of Article (Essay) # 6 — on VAMs as
tools for «egg - crate» schools here; see the Review of Article (Commentary) # 7 — on VAMs situated in their appropriate ecologies here; and see the Review of Article # 8, Part I — on a more research - based
assessment of VAMs» potentials here and Part II on «a modest solution» provided to us by Linda Darling - Hammond here.
Absent an appropriate
tool for
observational assessment, there is no way of gauging whether programs are actually offering quality experiences nor are there ways to improve program quality that focus on the actual experiences of children and teachers» behavior in classrooms.
If interested, see the Review of Article # 1 — the introduction to the special issue here; see the Review of Article # 2 — on VAMs» measurement errors, issues with retroactive revisions, and (more) problems with using standardized tests in VAMs here; see the Review of Article # 3 — on VAMs» potentials here; see the Review of Article # 4 — on
observational systems» potentials here; see the Review of Article # 5 — on teachers» perceptions of observations and student growth here; see the Review of Article (Essay) # 6 — on VAMs as
tools for «egg - crate» schools here; and see the Review of Article (Commentary) # 7 — on VAMs situated in their appropriate ecologies here; and see the Review of Article # 8, Part I — on a more research - based
assessment of VAMs» potentials here.
EA as a concept and as «
tools» (
observational assessment, self - reports, and the intervention) have utility for parents, practicioners (mental health professionals, attorneys, physicians, nurses, etc).