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Early Literacy Assessment among Kindergarten Teachers in Indonesia: A Phenomenological Study

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Title: Early Literacy Assessment among Kindergarten Teachers in Indonesia: A Phenomenological Study
Language: English
Authors: Christianti, Martha (ORCID 0000-0003-3004-4787), Retnowati, Trie Hartiti (ORCID 0000-0002-7636-2126), Wening, Sri, Hasan, Aminuddin, Ratnawati, Heri (ORCID 0000-0002-1792-5873)
Source: European Journal of Educational Research. 2022 11(4):2400-2411.
Availability: Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/
Peer Reviewed: Y
Page Count: 12
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Descriptors: Kindergarten, Evaluation Methods, Emergent Literacy, Student Evaluation, Teacher Attitudes, Pedagogical Content Knowledge, Portfolio Assessment, Observation, Barriers, Foreign Countries, Phenomenology, Literacy, Definitions
Geographic Terms: Indonesia
ISSN: 2165-8714
Abstract: The study aims to identify how kindergarten teachers perform early literacy assessments in the classroom and the challenges these teachers have in performing such assessments. During the study, the data were gathered through an in-depth interview in the form of a forum group discussion (FGD). Then, the phenomenological data were attained from 30 public and private Kindergarten teachers. The researchers could illustrate how these kindergarten teachers assessed their children's early literacy through these data. Furthermore, the study results show that the teachers' literacy knowledge has been sufficient and that the literacy programs for the children have been variously designed in each school. The teachers' techniques in performing the early literacy assessment are observation and documentation (portfolio), and the measurement of literacy skills itself refers to the scope of literacy. Concerning the findings, numerous obstacles and expectations that kindergarten teachers have are also discussed within the study.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1356455
Database: ERIC
FullText Text:
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  Data: Early Literacy Assessment among Kindergarten Teachers in Indonesia: A Phenomenological Study
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  Data: <searchLink fieldCode="AR" term="%22Christianti%2C+Martha%22">Christianti, Martha</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3004-4787">0000-0003-3004-4787</externalLink>)<br /><searchLink fieldCode="AR" term="%22Retnowati%2C+Trie+Hartiti%22">Retnowati, Trie Hartiti</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7636-2126">0000-0002-7636-2126</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wening%2C+Sri%22">Wening, Sri</searchLink><br /><searchLink fieldCode="AR" term="%22Hasan%2C+Aminuddin%22">Hasan, Aminuddin</searchLink><br /><searchLink fieldCode="AR" term="%22Ratnawati%2C+Heri%22">Ratnawati, Heri</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1792-5873">0000-0002-1792-5873</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Educational+Research%22"><i>European Journal of Educational Research</i></searchLink>. 2022 11(4):2400-2411.
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  Data: Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/
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  Data: Y
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  Data: 12
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  Data: <searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+Literacy%22">Emergent Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Portfolio+Assessment%22">Portfolio Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Observation%22">Observation</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Phenomenology%22">Phenomenology</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Definitions%22">Definitions</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
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  Data: 2165-8714
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The study aims to identify how kindergarten teachers perform early literacy assessments in the classroom and the challenges these teachers have in performing such assessments. During the study, the data were gathered through an in-depth interview in the form of a forum group discussion (FGD). Then, the phenomenological data were attained from 30 public and private Kindergarten teachers. The researchers could illustrate how these kindergarten teachers assessed their children's early literacy through these data. Furthermore, the study results show that the teachers' literacy knowledge has been sufficient and that the literacy programs for the children have been variously designed in each school. The teachers' techniques in performing the early literacy assessment are observation and documentation (portfolio), and the measurement of literacy skills itself refers to the scope of literacy. Concerning the findings, numerous obstacles and expectations that kindergarten teachers have are also discussed within the study.
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  Data: As Provided
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  Label: Entry Date
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  Data: 2022
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  Label: Accession Number
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  Data: EJ1356455
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 2400
    Subjects:
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Emergent Literacy
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Pedagogical Content Knowledge
        Type: general
      – SubjectFull: Portfolio Assessment
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      – SubjectFull: Observation
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      – SubjectFull: Barriers
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Phenomenology
        Type: general
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Definitions
        Type: general
      – SubjectFull: Indonesia
        Type: general
    Titles:
      – TitleFull: Early Literacy Assessment among Kindergarten Teachers in Indonesia: A Phenomenological Study
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