Developing a Data-Driven Assessment for Early Childhood Candidates

Autor/inn/en	Autry, Mary Murray; Lee, Joohi; Fox, Jill
Titel	Developing a Data-Driven Assessment for Early Childhood Candidates
Quelle	In: Journal of Early Childhood Teacher Education, 30 (2009) 2, S.138-149 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
Schlagwörter	Early Childhood Education; Classroom Environment; Preservice Teachers; Pretests Posttests; Achievement Gains; Knowledge Base for Teaching; Instructional Design; Instructional Effectiveness; Teacher Responsibility; Teacher Effectiveness; Accountability; Teacher Education Programs; Multiple Choice Tests; Teacher Competency Testing; Texas + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Klassenklima; Unterrichtsklima; Achievement gain; Leistungssteigerung; Teaching theory; Theory of teaching; Unterrichtstheorie; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg; Lehrverpflichtung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Verantwortung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren
Abstract	One hundred forty-nine teacher candidates participated in a yearlong study to investigate what a well-prepared early childhood teacher candidate knows about teaching and learning. This study provides findings on assessments used to determine candidates' knowledge of pedagogy at program entry and exit. The general question this study explored was: What claims can we make about the knowledge and skills of our early childhood teacher candidate graduates? Pre- and postassessments were administered to 147 EC-4 teacher candidates to measure the growth of their knowledge from program entry to exit. The following four major domains were assessed: Designing Instruction and Assessment; Creating a Positive and Productive Environment; Implementing Effective, Responsive Instruction and Assessment; and Fulfilling Professional Roles and Responsibilities. Results show that, among the four domains, candidates' knowledge grew the most on Creating a Positive, Productive Classroom Environment. (Contains 6 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10