Investigating Reported Data Practices in Early Childhood: An Exploratory Study

Autor/inn/en	Brawley, Susan; Stormont, Melissa A.
Titel	Investigating Reported Data Practices in Early Childhood: An Exploratory Study
Quelle	In: Journal of Positive Behavior Interventions, 16 (2014) 2, S.102-111 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300713480838
Schlagwörter	Data Collection; Early Childhood Education; Teacher Attitudes; Preschool Teachers; Research Methodology; Online Surveys; Data Analysis; Disabilities; At Risk Students; Federal Legislation; Educational Legislation; Disadvantaged Youth; Decision Making; Teacher Characteristics; Early Intervention; Research Utilization + Suchen Sie Ihr Suchwort? Data capture; Datensammlung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Research method; Forschungsmethode; Auswertung; Handicap; Behinderung; Bundesrecht; Bildungsrecht; Schulgesetz; Benachteiligter Jugendlicher; Decision-making; Entscheidungsfindung; Forschungsumsetzung
Abstract	The importance of collecting and using data for educational decision making is clear. However, little information has been gathered about the systematic collection and use of data in early childhood. The purpose of this study was to explore teacher perceptions of data collection practices in early childhood. Participants included 137 early childhood professionals from five programs. Participants completed an online survey on current methods for data collection, analysis, and use, as well as if systems were in place, to support specific types of activities. The early childhood professionals who participated in the survey indicated that the vast majority of the items related to data collection practices were important; interestingly, overall importance ratings were higher than overall frequency items for all practices. The findings, limitations, and contributions to the literature are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10