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
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.
This training of trainers workshop provides administrators and trainers with skills, materials and knowledge necessary to coach their teaching staff on classroom based assessment for preschool children.