使用评分量表支持教师专业发展时的考虑因素:对Weadman, Serry and Snow(2022)的评论

IF 1.2 2区文学 0 LANGUAGE & LINGUISTICS

First Language Pub Date : 2022-05-24 DOI:10.1177/01427237221096512

Sandra J. Mathers

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引用次数: 2

摘要

虽然观察性评分量表，如教师紧急读写和语言幼儿检查表(ELLECCT)有可能支持幼儿教师改进他们的实践，但有效和可靠的工具的存在并不能保证成功。一个精心构建的教师专业发展模型将需要确保教学实践和儿童语言成果的利益。这篇评论考虑了可用的证据来指导这种模型的智能设计。

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Considerations when using rating scales to support teacher professional development: A commentary on Weadman, Serry and Snow (2022)

While observational rating scales such as the Emergent Literacy and Language Early Childhood Checklist for Teachers (ELLECCT) have potential to support Early Childhood Teachers in improving their practice, the existence of a valid and reliable tool is no guarantee of success. A carefully constructed model of teacher professional development will be required to ensure benefits for instructional practice and child language outcomes. This commentary considers the evidence available to guide intelligent design of such a model.

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来源期刊

First Language Multiple-

CiteScore

3.80

自引率

10.50%

发文量

期刊介绍： First Language is an international peer reviewed journal that publishes the highest quality original research in child language acquisition. Child language research is multidisciplinary and this is reflected in the contents of the journal: research from diverse theoretical and methodological traditions is welcome. Authors from a wide range of disciplines - including psychology, linguistics, anthropology, cognitive science, neuroscience, communication, sociology and education - are regularly represented in our pages. Empirical papers range from individual case studies, through experiments, observational/ naturalistic, analyses of CHILDES corpora, to parental surveys.