Data Kindergarten Teachers Value: A Qualitative Examination of Experiences with a School Readiness Assessment

Autor/inn/en	Holcomb, Timothy; Holshouser, Kaitlyn O.
Titel	Data Kindergarten Teachers Value: A Qualitative Examination of Experiences with a School Readiness Assessment
Quelle	In: Journal of Research in Education, 32 (2023) 1, S.24-46 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1083-6470
Schlagwörter	Kindergarten; Student Evaluation; School Readiness; Preschool Teachers; Teacher Attitudes; Data Use; Influences; Instructional Leadership; North Carolina + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Readiness for school; School ability; Schulreife; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Influence; Einfluss; Einflussfaktor; Instruction; Leadership; Bildung; Erziehung; Führung
Abstract	Kindergarten Entry Assessments (KEAs) have grown in popularity over the past decade due to the Race to the Top -- Early Learning Challenge Grant offered by the U.S. Department of Education in 2015. This study addresses kindergarten teachers' perceptions of data from North Carolina's school readiness assessment and their perceptions of what administrators' value in terms of assessment data. This qualitative study utilized empirical data collected in semi-structured interviews with five kindergarten teachers in North Carolina. Teachers mentioned they perceive a disconnect between their views and their school/district administrators' views of the overall utility of the NC KEA and data derived from the assessment. This perceived disconnect has played a part in perpetuating common misunderstandings of the purpose, implementation, and intended use of the assessment. The way teachers interpret and perceive communication from administrators plays a role in teacher morale, data utilization, and school culture. Findings in this study can help policymakers, teachers, and administrators understand the need for clear communication and training across all hierarchies of education. (As Provided).
Anmerkungen	Eastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail: eerajournal@gmail.com; Web site: http://www.eeraorganization.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01