Reply to Li, D'Angiulli and Kendall: The Early Development Index and Children from Culturally and Linguistically Diverse Backgrounds

Autor/inn/en	Janus, Magdalena; Hertzman, Clyde; Guhn, Martin; Brinkman, Sally; Goldfeld, Sharon
Titel	Reply to Li, D'Angiulli and Kendall: The Early Development Index and Children from Culturally and Linguistically Diverse Backgrounds
Quelle	In: Early Years: An International Journal of Research and Development, 29 (2009) 1, S.83-87 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
Schlagwörter	Stellungnahme; Foreign Countries; Misconceptions; Student Diversity; Indigenous Populations; Young Children; Early Childhood Education; Child Development; Immigrants; Test Bias; English (Second Language); Cultural Differences; Screening Tests; School Readiness; Evaluation; Australia; Canada + Suchen Sie Ihr Suchwort? Ausland; Missverständnis; Sinti und Roma; Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kindesentwicklung; Immigrant; Immigrantin; Immigranten; Testkritik; English as second language; English; Second Language; Englisch als Zweitsprache; Kultureller Unterschied; Screening-Verfahren; Readiness for school; School ability; Schulreife; Evaluierung; Australien; Kanada
Abstract	This article presents a response to the paper by Li, D'ngiulli and Kendall (2007). The authors address two key aspects of this paper. The first concerns a number of errors and misconceptions in the paper that the authors think are important to clarify and correct. The second issue relates to the significant amount of research and effort that has taken place since this article was first written, particularly the increasing amount of effort, both in Canada and in Australia, to engage the Indigenous/Aboriginal populations. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10