Zobrazeno 1 - 8
of 8
pro vyhledávání: '"Linda M. Platas"'
Publikováno v:
Global Education Review, Vol 5, Iss 3, Pp 143-164 (2018)
Test scoring procedures should align with the intended uses and interpretations of test results. In this paper, we examine three test scoring procedures for an operational assessment of early numeracy, the Early Grade Mathematics Assessment (EGMA). C
Externí odkaz:
https://doaj.org/article/7ae2d4a5e1d54ceba0b906adb4e759ce
Publikováno v:
Global Education Review, Vol 5, Iss 3, Pp 106-124 (2018)
This paper explores an innovative assessment framework for measuring children’s formal and informal mathematical knowledge. Many existing standardized measures, such as the Early Grade Mathematics Assessment, measure children’s performance in ear
Externí odkaz:
https://doaj.org/article/235fa9494049418d937e19fe60d5e4c8
Publikováno v:
Research in Comparative and International Education. 17:441-459
Using a longitudinal data set, this paper examines to what extent school-entry ( N = 553; mean age 6.32 years) early mathematics and literacy skills predict students’ later achievement in a lower-middle-income country, Kenya. Controlling for socioe
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4fe65b892108289c8878bf93f9c4d4c6
https://doi.org/10.1177/17454999221084414
https://doi.org/10.1177/17454999221084414
The focus of this chapter is to describe efforts to implement reform-based mathematics practices in Kenya preprimary classrooms. As much of the research behind reform-based practices comes from high-income contexts, the authors explore how practices
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c5d3808f5d7373edebe822c0e132529b
https://doi.org/10.4018/978-1-7998-9422-3.ch012
https://doi.org/10.4018/978-1-7998-9422-3.ch012
Autor:
Tara N. Weatherholt, Linda M. Platas, Abbie Raikes, Magdalena Janus, Natalie A. Koziol, Rebecca Sayre, Anna Smeby
Publikováno v:
Journal of Applied Developmental Psychology. 62:122-134
This study examines the development and learning of 684 Tanzanian children starting school, averaging 7 years of age. A primary goal was to evaluate the psychometric properties of a globally-informed measure of school readiness. Using multiple measur
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::78f0b1a34eabc81d4f05ec9603f7e50b
https://doi.org/10.1016/j.appdev.2019.02.003
https://doi.org/10.1016/j.appdev.2019.02.003
Autor:
Linda M. Platas, Yasmin Sitabkhan
This occasional paper examines common instructional strategies in early-grade mathematics interventions through a review of studies in classrooms in low- and middle-income countries. Twenty-four studies met the criteria for inclusion, and analyses re
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f64229e57626485471bda7d3cfea20b0
https://doi.org/10.3768/rtipress.2018.op.0055.1807
https://doi.org/10.3768/rtipress.2018.op.0055.1807
Autor:
Linda M. Platas
Publikováno v:
Journal of Early Childhood Research. 13:295-310
The Mathematical Development Beliefs Survey was developed to measure early childhood teachers’ beliefs about mathematics teaching and learning in the preschool classroom. This instrument was designed to measure beliefs concerning (a) age-appropriat
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b6280329145e25a8daa8fac14a14766c
https://doi.org/10.1177/1476718x14523746
https://doi.org/10.1177/1476718x14523746
Publikováno v:
International Journal of Education in Mathematics, Science and Technology. 4:163
This paper describes the development and intended uses of the Early Grades Mathematics Assessment (EGMA), which measures essential early mathematical knowledge and skills that are foundational to more sophisticated mathematical abilities, predictive
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::52c296024c8726b6b84e9840bfbd871f
https://doi.org/10.18404/ijemst.20881
https://doi.org/10.18404/ijemst.20881