Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Journal of Early Intervention
This Article
Right arrow Full Text (PDF)
Right arrow All Versions of this Article:
1053815108320689v1
30/4/271    most recent
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Grisham-Brown, J.
Right arrow Articles by Pretti-Frontczak, K.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Preparing Head Start Personnel to Use a Curriculum-Based Assessment

An Innovative Practice in the "Age of Accountability"

Jennifer Grisham-Brown

The University of Kentucky, Lexington

Rena A. Hallam

The University of Tennessee, Knoxville

Kristie Pretti-Frontczak

Kent State University, Ohio

The purpose of this investigation was to evaluate technical assistance and training of Head Start teachers and assistant teachers on the use of a contemporary curriculum-based assessment. A description of the technical assistance process used and the procedures for determining interrater agreement and assessment fidelity are presented. During the study, participating practitioners reliably scored assessment protocols and administered the curriculum-based assessment with fidelity within their classrooms.

Key Words: technical assistance • professional development • authentic assessment • accountability

This version was published on September 1, 2008

Journal of Early Intervention, Vol. 30, No. 4, 271-281 (2008)
DOI: 10.1177/1053815108320689
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 LSHSSHome page
S. Jackson, K. Pretti-Frontczak, S. Harjusola-Webb, J. Grisham-Brown, and J. M. Romani
Response to Intervention: Implications for Early Childhood Professionals
Lang Speech Hear Serv Sch, October 1, 2009; 40(4): 424 - 434.
[Abstract] [Full Text] [PDF]