When Teachers Are Learning, Children Are Too: Teaching Teachers about Assessment

Autor/inn/en	Heidemann, Sandra; Chang, Claire J.; Menninga, Beth
Titel	When Teachers Are Learning, Children Are Too: Teaching Teachers about Assessment
Quelle	In: Young Children, 60 (2005) 3, S.86-92 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-6619
Schlagwörter	Reflective Teaching; Feedback; Pilot Projects; Longitudinal Studies; Teacher Effectiveness; Emergent Literacy; Competency Based Education; Literacy Education; Faculty Development; Teacher Improvement; Parent Participation; Student Evaluation; Data Collection; Planning; Lesson Plans; Evaluation Methods; Minnesota + Suchen Sie Ihr Suchwort? Pilot project; Modellversuch; Pilotprojekt; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Frühleseunterricht; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Elternmitwirkung; Schulnote; Studentische Bewertung; Data capture; Datensammlung; Ablaufplanung; Planungsprozess; Lesson planning; Unterrichtsplanung
Abstract	Words Work! is an approach to improving literacy outcomes for children through teacher development and parent engagement. In this article the authors describe the pilot phase of the project. The staff at Words Work! created an assessment system that aligns curriculum with assessment and collection of student data and teacher planning. Teachers use what they learn through the assessment data to give direction to their planning and improve their instruction. In turn, through their drive to learn and increased literacy competence, the children demonstrate that when teachers learn, children do too. (ERIC).
Anmerkungen	National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: editorial@naeyc.org; Web site: http://www.journal.naeyc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10