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...
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| Format: | Journal article |
| Language: | English |
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SAGE Publications
2022
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| _version_ | 1826308378986545152 |
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| author | Mathers, S |
| author_facet | Mathers, S |
| author_sort | Mathers, S |
| collection | OXFORD |
| description | 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. |
| first_indexed | 2024-03-07T07:18:38Z |
| format | Journal article |
| id | oxford-uuid:998877fb-8f82-44d2-ace6-a2929432bd4c |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-03-07T07:18:38Z |
| publishDate | 2022 |
| publisher | SAGE Publications |
| record_format | dspace |
| spelling | oxford-uuid:998877fb-8f82-44d2-ace6-a2929432bd4c2022-09-06T08:08:29ZConsiderations when using rating scales to support teacher professional development: a commentary on Weadman, Serry and Snow (2022)Journal articlehttp://purl.org/coar/resource_type/c_dcae04bcuuid:998877fb-8f82-44d2-ace6-a2929432bd4cEnglishSymplectic ElementsSAGE Publications2022Mathers, SWhile 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. |
| spellingShingle | Mathers, S Considerations when using rating scales to support teacher professional development: a commentary on Weadman, Serry and Snow (2022) |
| title | Considerations when using rating scales to support teacher professional development: a commentary on Weadman, Serry and Snow (2022) |
| title_full | Considerations when using rating scales to support teacher professional development: a commentary on Weadman, Serry and Snow (2022) |
| title_fullStr | Considerations when using rating scales to support teacher professional development: a commentary on Weadman, Serry and Snow (2022) |
| title_full_unstemmed | Considerations when using rating scales to support teacher professional development: a commentary on Weadman, Serry and Snow (2022) |
| title_short | Considerations when using rating scales to support teacher professional development: a commentary on Weadman, Serry and Snow (2022) |
| title_sort | considerations when using rating scales to support teacher professional development a commentary on weadman serry and snow 2022 |
| work_keys_str_mv | AT matherss considerationswhenusingratingscalestosupportteacherprofessionaldevelopmentacommentaryonweadmanserryandsnow2022 |