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The Role of Teacher/Child Interaction Assessments in Supporting Professional Learning within 4K Settings

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Bibliographic Details
Title: The Role of Teacher/Child Interaction Assessments in Supporting Professional Learning within 4K Settings
Language: English
Authors: Sandra M. Linder (ORCID 0000-0002-8032-4288), Leigh D'Amico, Xumei Fan
Source: Early Childhood Education Journal. 2024 52(8):2095-2106.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 12
Publication Date: 2024
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Teacher Student Relationship, Interaction, Faculty Development, Social Development, Emotional Development, Language Skills, Reading Skills, Educational Quality, Play, Evaluation Methods
DOI: 10.1007/s10643-023-01559-8
ISSN: 1082-3301
1573-1707
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.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1449102
Database: ERIC
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Description
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.
ISSN:1082-3301
1573-1707
DOI:10.1007/s10643-023-01559-8