ERIC Number: EJ1415078
Record Type: Journal
Publication Date: 2024
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0896-3746
EISSN: EISSN-1550-5081
Available Date: N/A
Preparing Preschool Educators to Monitor Child Progress: A Best-Evidence Synthesis and Call to Action
Collin Shepley; Devin Graley; Justin D. Lane
Infants and Young Children, v37 n1 p20-35 2024
The provision of progress monitoring is mandated under federal law for children receiving special education services. In recent years, professional organizations have recommended that this provision be extended to include children receiving services within multitiered systems of support. Organizations representing the field of early childhood education have embraced this focus on progress monitoring to include all children, regardless of ability or disability. To understand how to effectively prepare preschool educators to engage in progress monitoring practices, we conducted a systematic review of the literature. Results of repeated and extended search methods identified only four studies. We present our findings and stress the need for researchers and funding agencies to work toward establishing a rigorous body of literature devoted to professional development and teacher training surrounding progress monitoring.
Descriptors: Preschool Teachers, Progress Monitoring, Special Education Teachers, Early Childhood Education, Teacher Education, Multi Tiered Systems of Support
Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: MR-WKCustomerSupport@wolterskluwer.com; Web site: https://journals.lww.com/pages/default.aspx
Related Records: ED649293
Publication Type: Journal Articles; Information Analyses
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324B210002
Data File: URL: https://osf.io/5sz2b/
Author Affiliations: N/A