Do Learning Stories Tell the Whole Story of Children's Learning? A Phenomenographic Enquiry

Autor/in	Zhang, Qilong
Titel	Do Learning Stories Tell the Whole Story of Children's Learning? A Phenomenographic Enquiry
Quelle	In: Early Years: An International Journal of Research and Development, 37 (2017) 3, S.255-267 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2016.1151403
Schlagwörter	Foreign Countries; Comparative Analysis; Evaluation Methods; Early Childhood Education; Teacher Attitudes; Parent Attitudes; Quality Assurance; Interviews; Parent Teacher Cooperation; Listening; Teamwork; Documentation; Photography; Observation; Learning Processes; Teacher Student Relationship; Parent Participation; Parent Child Relationship; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrerverhalten; Elternverhalten; Qualitätssicherung; Interviewing; Interviewtechnik; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Hörvorgang; Zuhören; Dokumentation; Fotografie; Beobachtung; Learning process; Lernprozess; Teacher student relationships; Lehrer-Schüler-Beziehung; Elternmitwirkung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Neuseeland
Abstract	This study compares the stances of practitioners, parents and the quality assurance authority on the assessment of learning in New Zealand (NZ) early childhood education (ECE). The phenomenographic interview participants include practitioners (24) and parents (11) from 11 ECE settings. The reports issued by the Education Review Office (ERO) on all the sampled ECE settings are also analysed. The study shows that: (1) The practitioners and parents emphasize the importance of "teacher-parent communication," "listening to the child," "progression" and "team assessment" for assessment of learning in general, while the ERO attaches the importance of the same categories specifically to learning stories; (2) Irrespective of the strengths and limitations of learning stories, the practitioners and parents affirm that learning stories are not the only approach to assessment of learning, which is in contrast with the ERO's implied position that learning stories are the only and best approach to the assessment of learning. The findings call for research that explores the implementation of a comprehensive approach to the assessment of learning in ECE in NZ. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01