Over the past two decades, research on early childhood inclusion has enabled a greater understanding of how we can best support the learning needs of young children with identified disabilities in early childhood classrooms.
High-stakes, summative assessments are used to gauge student learning against a standard or a benchmark (Afflerbach 2016; Ferguson 2017) and are sometimes used to make significant educational decisions about children.
Celeste C. Bates, Stephanie Madison Schenck, Hayley J. Hoover
Classroom-Based Assessment is an online mini-course for teachers of preschool children. In this course, you will learn about evidence-based assessment, as well as observation and documentation within the classroom.
This online version includes an additional reflection from the authors showing how the defining elements of PPR transform participatory research into a vehicle for shared learning for teachers and children alike.
In this article, we describe what we learned from our yearlong observation of children’s transitions from the infant to the toddler classroom at a university-based child care center (where the first author serves as faculty director).
With support, teachers find kindergarten readiness assessments beneficial—they can use the assessment results to create rich, engaging learning environments that are well matched to children’s needs and interests.
Elliot Regenstein, Maia C. Connors, Rio Romero-Jurado, Joyce Weiner