Ongoing Assessment for Tailored Teaching in Early Childhood: Conceptual Framework and Measurement Development

Alicia Greene (Editor)

Series: Education in a Competitive and Globalizing World
BISAC: EDU000000

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$140.00

Volume 10

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Volume 2

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Special issue: Resilience in breaking the cycle of children’s environmental health disparities
Edited by I Leslie Rubin, Robert J Geller, Abby Mutic, Benjamin A Gitterman, Nathan Mutic, Wayne Garfinkel, Claire D Coles, Kurt Martinuzzi, and Joav Merrick

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In 2012, the Office of Planning, Research, and Evaluation within the Administration for Children and Families, U.S. Department of Health and Human Services, engaged Mathematica Policy Research and its partners to conduct a project titled “Assessing Early Childhood Teachers’ Use of Child Progress Monitoring to Individualize Teaching Practices.”

The purpose of the project is to develop a conceptual framework of early childhood teachers’ use of ongoing child assessment to individualize instruction and to create a measure to examine this process. The ultimate goal of this book is to help teachers conduct ongoing assessments, use the assessment data to “individualize” instruction for each child, and enhance their children’s outcomes. (Imprint: Nova)

Preface

Chapter 1 - Tailored Teaching: Teachers‘ Use of Ongoing Child Assessment to Individualize Instruction - Volume I: Conceptual Framework and Measurement Plan (pp. 1-94)
Sally Atkins-Burnett, Shannon Monahan, Lauren Akers, Judith Carta, Barbara A. Wasik and Kimberly Boller

Chapter 2 - Tailored Teaching: Teachers‘ Use of Ongoing Child Assessment to Individualize Instruction - Volume 2: A Review of the Literature (pp. 95-166)
Lauren Akers, Patricia Del Grosso, Sally Atkins-Burnett, Kimberly Boller, Judith Carta and Barbara A. Wasik

Index

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