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.
In this article, we follow two teaching teams—working with the same coach—as they use child assessment data to identify opportunities for the educators...
Authored by
Authored by:
Christine M. Snyder, Holly P. Delgado
In the broadest terms, developmentally appropriate assessment produces information that illuminates what children “know and are able to do” (NRC 2008, 27).
Authored by
Authored by:
Peter L. Mangione, Tamarra Osborne, Heidi Mendenhall
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.
Authored by
Authored by:
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.
Find inspiration to intentionally develop and implement meaningful, developmentally appropriate observation and assessment practices to build responsive, joyful classrooms.
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.
