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Perspectives on Kindergarten Assessment: Toward a Common Understanding


by Christopher DeLuca, Angela Pyle, Suparna Roy, Agnieszka Chalas & Erica Danniels - 2019


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Cite This Article as: Teachers College Record Volume 121 Number 3, 2019, p. 1-58
https://www.tcrecord.org ID Number: 22591, Date Accessed: 6/16/2021 10:54:26 PM
 
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About the Author
  • Christopher DeLuca
    Queen's University
    E-mail Author
    CHRISTOPHER DELUCA is an Associate Professor in Educational Assessment at the Faculty of Education, Queen’s University. His research examines the complex intersections of curriculum, pedagogy, and assessment as operating within evolving frameworks of educational accountability and standards-based teaching and learning. His work focuses primarily on developing and enhancing educators’ assessment capacity to better support positive student learning experiences and outcomes. His work has appeared in publications including The Journal of Educational Research and Educational Assessment.
  • Angela Pyle
    University of Toronto
    E-mail Author
    ANGELA PYLE is an Assistant Professor in the Dr. Eric Jackman Institute of Child Study of the Department of Applied Psychology and Human Development at the Ontario Institute for Studies in Education, University of Toronto. Her research examines the negotiated balance between academic learning and developmentally appropriate practices in kindergarten classrooms with a specific focus on the implementation of play-based pedagogies. Her work has appeared in Review of Education and Early Education & Development.
  • Suparna Roy
    Queen's University
    E-mail Author
    SUPARNA ROY is a PhD candidate in the Faculty of Education at Queen’s University. Her research focuses on cultivating selflessness in students through service- and inquiry-based pedagogies.
  • Agnieszka Chalas
    Queen's University
    E-mail Author
    AGNIESZKA CHALAS is a PhD candidate in the Faculty of Education at Queen’s University. Her research interests lie in examining evaluation capacity in museums and education sector non-profits as a necessary first step in improving such organizations’ evaluation practices through targeted capacity building efforts.
  • Erica Danniels
    University of Toronto
    E-mail Author
    ERICA DANNIELS is a PhD candidate in the Dr. Eric Jackman Institute of Child Study of the Department of Applied Psychology and Human Development at the Ontario Institute for Studies in Education, University of Toronto. Her primary research interests address the integration of children with disabilities in kindergarten classrooms, the role of play, and the use of play-based learning strategies with this population.
 
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