ERIC Number: EJ1021211
Record Type: Journal
Publication Date: 2014-Apr
Abstractor: As Provided
Reference Count: 41
Investigating Reported Data Practices in Early Childhood: An Exploratory Study
Brawley, Susan; Stormont, Melissa A.
Journal of Positive Behavior Interventions, v16 n2 p102-111 Apr 2014
The importance of collecting and using data for educational decision making is clear. However, little information has been gathered about the systematic collection and use of data in early childhood. The purpose of this study was to explore teacher perceptions of data collection practices in early childhood. Participants included 137 early childhood professionals from five programs. Participants completed an online survey on current methods for data collection, analysis, and use, as well as if systems were in place, to support specific types of activities. The early childhood professionals who participated in the survey indicated that the vast majority of the items related to data collection practices were important; interestingly, overall importance ratings were higher than overall frequency items for all practices. The findings, limitations, and contributions to the literature are discussed.
Descriptors: Data Collection, Early Childhood Education, Teacher Attitudes, Preschool Teachers, Research Methodology, Online Surveys, Data Analysis, Disabilities, At Risk Students, Federal Legislation, Educational Legislation, Disadvantaged Youth, Decision Making, Teacher Characteristics, Early Intervention, Research Utilization
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: American Recovery and Reinvestment Act 2009; Individuals with Disabilities Education Act