Assessment Practices and Training Needs of Early Childhood Professionals

Autor/inn/en	Banerjee, Rashida; Luckner, John L.
Titel	Assessment Practices and Training Needs of Early Childhood Professionals
Quelle	In: Journal of Early Childhood Teacher Education, 34 (2013) 3, S.231-248 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2013.816808
Schlagwörter	Early Childhood Education; Qualitative Research; Statistical Analysis; Preschool Children; Preschool Teachers; Teacher Surveys; Online Surveys; Evaluation Methods; Teacher Characteristics; Teacher Education; Likert Scales; Barriers; Disabilities + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Qualitative Forschung; Statistische Analyse; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Lehrerausbildung; Lehrerbildung; Likert-Skala; Handicap; Behinderung
Abstract	Assessment plays a critical role in the planning and delivery of quality services for young children and their families. The purpose of this study was to identify the current assessment practices and training needs of early childhood professionals. A large sample of early childhood professionals responded to a comprehensive survey. The most frequently used standardized tools and nonstandardized procedures, the functions of assessment, the training needs of professionals, challenges related to assessment, and recommendations for professional preparation programs are reported. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10