了解教育工作者对幼儿园儿童发展评估的看法.
Natalie Spadafora1, Rita Jezrawi1, Stefanie De Jesus2
1Offord Centre for Child Studies, Department of Psychiatry and Behavioural Neurosciences, McMaster University, 1280 Main St W, Hamilton, ON L8S 4K1 Canada.
Early childhood education journal
|January 26, 2026
概括
加拿大的幼儿园教师.
科学领域:
- 幼儿教育 幼儿教育 幼儿教育
- 教育心理学教育心理学
- 教育社会学教育的社会学
背景情况:
- 在加拿大幼儿园早期发展仪器 (EDI) 数据收集中,不定期收集与种族有关的数据.
- 收集与种族有关的数据可以为学生和教育工作者提供支持.
- 了解教师的看法对于有效实施EDI至关重要.
研究的目的:
- 探索幼儿园教师对评估早期发展工具 (EDI) 项目的看法.
- 检查儿童的种族,性别和家庭状况如何影响教师的评估.
- 了解教师定位在教育评估中的作用.
主要方法:
- 在加拿大安大略省,与幼儿园教师和幼儿教育工作者进行了四个重点小组.
- 探讨了与社会身份,系统偏见,教育工作者反思,教师-儿童-家庭关系和培训相关的主题.
- 利用定性数据分析来确定主要主题.
主要成果:
- 教师的评估受到他们对自己和学生社会身份的看法的影响.
- 确定的主题包括社会身份的交叉点,系统偏见,教育工作者的感受,教师-儿童-家庭关系和培训需求.
- 教师的立场和先入为主的期望对评估过程产生影响.
结论:
- 教育者对早期发展工具 (EDI) 的评估可能会受到他们对社会身份认同的看法的影响.
- 解决系统偏见和提供适当的培训可以减轻潜在的评估偏见.
- 建议对教师培训和行政资源进行进一步的研究,以加强公平的评估实践.
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