Study Underscores the Need for New Early Childhood Education Measurement Tools
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| Title: | Study Underscores the Need for New Early Childhood Education Measurement Tools |
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| Language: | English |
| Authors: | Early Learning Network at the University of Nebraska-Lincoln |
| Source: | Early Learning Network - University of Nebraska-Lincoln. 2024. |
| Availability: | Early Learning Network. University of Nebraska-Lincoln. 62 Carolyn Pope Edwards Hall, Lincoln, NE 68588-0235. Tel: 402-472-2448; e-mail: earlylearningnetwork@unl.edu; Web site: https://earlylearningnetwork.unl.edu/ |
| Peer Reviewed: | N |
| Page Count: | 4 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305N160015 |
| Document Type: | Reports - Descriptive |
| Education Level: | Early Childhood Education Preschool Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Early Childhood Education, Educational Quality, Classroom Environment, Classroom Observation Techniques, Preschool Education, Kindergarten, Learning Experience, Student Characteristics, Preschool Children, Achievement Gains |
| Geographic Terms: | Massachusetts (Boston) |
| Abstract: | A recent Early Learning Network study, led by researchers at the University of Michigan, MDRC and the Harvard Graduate School of Education in partnership with Boston Public Schools (BPS), adds valuable evidence to improving future early childhood education assessments of quality -- an essential step for shaping effective practices and promoting equitable outcomes. The research team tested an observational measurement system that captures highly detailed, child-level data -- Individualizing Student Instruction (ISI) -- to understand its potential to capture children's individual learning experiences. The team's findings, published in "Early Childhood Research Quarterly," underscore the need to develop more nuanced tools to measure quality in early childhood education, as well as rigorous evaluation of existing tools, to better address children's learning needs. |
| Abstractor: | ERIC |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | ED674439 |
| Database: | ERIC |
| Abstract: | A recent Early Learning Network study, led by researchers at the University of Michigan, MDRC and the Harvard Graduate School of Education in partnership with Boston Public Schools (BPS), adds valuable evidence to improving future early childhood education assessments of quality -- an essential step for shaping effective practices and promoting equitable outcomes. The research team tested an observational measurement system that captures highly detailed, child-level data -- Individualizing Student Instruction (ISI) -- to understand its potential to capture children's individual learning experiences. The team's findings, published in "Early Childhood Research Quarterly," underscore the need to develop more nuanced tools to measure quality in early childhood education, as well as rigorous evaluation of existing tools, to better address children's learning needs. |
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