Коун Ким. Работа и технологии дошкольных педагогов в эпоху оценивания
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Коун Ким. Работа и технологии дошкольных педагогов в эпоху оценивания // Современное дошкольное образование. – 2020. – №2(98). – С. 70–79.
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Аннотация
В данной статье представлен эмпирический анализ сложного характера работы дошкольных педагогов в связи с возрастающими требованиями к сбору, отчетности и использованию данных оценивания детей. В статье основное внимание уделяется опыту дошкольных педагогов в связи с изменением их ролей в педагогической работе по внедрению системы оценивания детей по критериям, ориентированным на онлайн-оценку. При этом в статье используются данные качественного исследования, проведенного на четырех площадках Head Start, которые включали полуструктурированные индивидуальные интервью с шестью педагогами и пятью специалистами по развитию ребенка в течение трех различных контрольных периодов оценки; многочисленные наблюдения за четырьмя группами Head Start в течение пяти месяцев и анализ соответствующих документов. Результаты показывают, что использование онлайн-системы оценки дошкольников увеличило и расширило объем работы педагогов за счет дополнительных обязанностей и сопутствующих изменений в критериях оценки, учебной программе и педагогике, а также их взглядов на себя как на профессионалов.
Литература
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35. Selwyn, N. 2015. “Data Entry: Towards the Critical Study of Digital Data and Education.” Learning, Media and Technology 40 (1): 64–82.
36. Selwyn, N., M. Henderson, and S. H. Chao. 2015. “Exploring the Role of Digital Data in Contemporary Schools and Schooling—‘200,000 Lines in an Excel Spreadsheet’.” British Educational Research Journal 41 (5): 767–781.
37. Selwyn, N., S. Nemorin, and N. Johnson. 2017. “High-tech, Hard Work: An Investigation of Teachers’ Work in the Digital Age.” Learning, Media and Technology 42 (4): 390–405.
38. Shaffer, D. W., P. Nash, and A. R. Ruis. 2015. “Technology and the New Professionalization of Teaching.” Teachers College Record 117 (12): 1–30.
39. Sims, M., and M. Waniganayake. 2015. “The Performance of Compliance in Early Childhood: Neoliberalism and Nice Ladies.” Global Studies of Childhood 5 (3): 333–345.
40. Tanyel, N., and H. T. Knopf. 2011. “Does Using Digital Media in Assessment Affect Teacher Practices in Infant and Toddler Classrooms?” International Journal of Early Years Education 19 (3–4): 297–311.
41. Teaching Strategies Gold Online: Time-Saving Features. n.d. Teaching Strategies Gold, Inc. https://gold.teachingstrategies.com/content/GOLD/helpitems/GOLD_Time_Saving_Features.pdf.
42. Towers, I., L. Duxbury, C. Higgins, and J. Thomas. 2006. “Time Thieves and Space Invaders: Technology, Work and the Organization.” Journal of Organizational Change Management 19 (5): 593–618.
43. Valli, L., and B. Buese. 2007. “The Changing Roles of Teachers in an Era of High-stakes Accountability.” American Educational Research Journal 44: 519–558.
44. Williamson, B. 2015. “Governing Software: Networks, Databases and Algorithmic Power in the Digital Governance of Public Education.” Learning, Media and Technology 40 (1): 83–105.
2. Apple, Michael W. 1986. Teachers and Texts. New York: Routledge.
3. Balajthy, E. 2007. “Technology and Current Reading/Literacy Assessment Strategies.” The Reading Teacher 61 (3): 240–247.
4. Ball, S. J. 2003. “The Teacher’s Soul and the Terrors of Performativity.” Journal of Education Policy 18 (2): 215–228.
5. Ballet, K., and G. Kelchtermans. 2008. “Workload and Willingness to Change: Disentangling the Experience of Intensification.” Journal of Curriculum Studies 40 (1): 47–67.
6. Ballet, K., and G. Kelchtermans. 2009. “Struggling with Workload: Primary Teachers’ Experience of Intensification.” Teaching and Teacher Education 25: 1150–1157.
7. Bown, K., and J. Sumsion. 2007. “Voices from the Other Side of the Fence: Early Childhood Teachers’ Experiences with Mandatory Regulatory Requirements.” Contemporary Issues in Early Childhood 8 (1): 30–49.
8. Bradbury, A. 2012. “‘I Feel Absolutely Incompetent’: Professionalism, Policy and Early Childhood Teachers.” Contemporary Issues in Early Childhood 13 (3): 175–186.
9. Bradbury, A. 2014. “Early Childhood Assessment: Observation, Teacher ‘Knowledge’ and the Production of Attainment Data in Early Years Settings.” Comparative Education 50 (3): 322–339.
10. Brown, C. P., and N. B. Weber. 2016. “Struggling to Overcome the State’s Prescription for Practice: A Study of a Sample of Early Educators’ Professional Development and Action Research Projects in a High-Stakes Teaching Context.” Journal of Teacher Education 67 (3): 183–202.
11. Bryson, V. 2007. Gender and the Politics of Time: Feminist Theory and Contemporary Debates. Bristol, UK: Policy Press.
12. Bullough, R. V., K. M. Hall-Kenyon, K. L. MacKay, and E. Marshall. 2014. “Head Start and the Intensification of Teaching in Early Childhood Education.” Teaching and Teacher Education 37: 55–63.
13. Buzhardt, J., C. R. Greenwood, D. Walker, R. Anderson, W. Howard, and J. J. Carta. 2011. “Effects of Web-Based Support on Early Head Start Home Visitors’ Use of Evidence-Based Intervention Decision Making and Growth in Children’s Expressive Communication.” NHSA Dialog 14 (3): 121–146.
14. Costas, J., and C. Grey. 2014. “The Temporality of Power and the Power of Temporality: Imaginary Future Selves in Professional Service Firms.” Organization Studies 35 (6): 909–937.
15. Davison, C. 2004. “The Contradictory Culture of Teacher-Based Assessment: ESL Teacher Assessment Practices in Australian and Hong Kong Secondary Schools.” Language Testing 21 (3): 305–334.
16. Derrick-Mills, D. 2015. Understanding Data Use for Continuous Quality Improvement in Head Start: Preliminary Findings. Washington, DC: U.S. Department of Health and Human Services. http://www.urban.org/research/publication/understanding-data-use-continuous-qualityimprovement-head-....
17. Derrick-Mills, T., M. K. Winkler, O. Healy, and E. Greenberg. 2015. A Resource Guide for Head Start Programs: Moving Beyond a Culture of Compliance to a Culture of Continuous Improvement. (OPRE Report 2015-02). Washington, DC: U.S. Department of Health and Human Services.
18. Easthope, C., and G. Easthope. 2000. “Intensification, Extension and Complexity of Teachers’ Workload.” British Journal of Sociology of Education 21: 43–58.
19. Fenwick, T., and R. Edwards. 2016. “Exploring the Impact of Digital Technologies on Professional Responsibilities and Education.” European Educational Research Journal 15 (1): 117–131.
20. Goldstein, J., and J. K. Flake. 2016. “Towards a Framework for the Validation of Early Childhood Assessment Systems.” Educational Assessment, Evaluation and Accountability 28 (3): 273–293.
21. Isaacs, J., H. Sandstrom, M. Rohacek, C. Lowenstein, O. Healy, and M. Gearing. 2015. How Head Start Grantees Set and Use School Readiness Goals. Washington, DC: U.S. Department of Health and Human Services.
22. Kilderry, A. 2015. “The Intensification of Performativity in Early Childhood Education.” Journal of Curriculum Studies 47 (5): 633–652.
23. Kim, K. 2016. “Teaching to the Data Collection? (Un)Intended Consequences of Online Child Assessment System, Teaching Strategies Gold.” Global Studies of Childhood 6 (1): 98–112.
24. Ledoux, M. W., N. N. Yoder, and B. Hanes. 2010. “The Use of Personal Data Assistants in Early Childhood Assessment.” Computers in the Schools 27 (2): 132–144.
25. Lingard, B., W. Martino, and G. Rezai-Rashti. 2013. “Testing Regimes, Accountabilities and Education Policy: Commensurate Global and National Developments.” Journal of Education Policy 28 (5): 539–556.
26. Nuttall, J., L. Thomas, and E. Wood. 2014. “Travelling Policy Reforms Reconfiguring the Work of Early Childhood Educators in Australia.” Globalisation, Societies and Education 12 (3): 358–372.
27. O’Brien, P., and B. Down. 2002. “What Are Teachers Saying About New Managerialism?” Journal of Education Enquiry 3 (1). https://www.ojs.unisa.edu.au/index.php/EDEQ/article/view/553/423.
28. Office of Head Start. 2011. Head Start Performance Standards. Washington, DC: U.S. Department of Health and Human Services. https://eclkc.ohs.acf.hhs.gov/policy.
29. Office of Head Start. 2018. Head Start Program Information Report. https://hses.ohs.acf.hhs.gov/pir/.
30. Osgood, J. 2006. “Deconstructing Professionalism in Early Childhood Education: Resisting the Regulatory Gaze.” Contemporary Issues in Early Childhood 7 (1): 5–14.
31. Paulsell, D., A. Gordon, R. Nogales, P. Del Grosso, S. Sprachman, and L. Tarullo. 2006. Implementation of the Head Start National Reporting System: Spring 2005 Update. Mathematica Policy Research, Inc. http://files.eric.ed.gov/fulltext/ED498080.pdf.
32. Roberts-Holmes, G. 2015. “The ‘Datafication’ of Early Years Pedagogy: ‘If the Teaching is Good, the Data should be Good and if there’s Bad Teaching, there is Bad Data’.” Journal of Education Policy 30 (3): 302–315.
33. Roberts-Holmes, G., and A. Bradbury. 2016. “Governance, Accountability and the Datafication of Early Years Education in England.” British Educational Research Journal 42 (4): 600–613.
34. Selwyn, N. 2011. “It’s All about Standardization: Exploring the Digital (Re)configuration of School Management and Administration.” Cambridge Journal of Education 41 (4): 473–488.
35. Selwyn, N. 2015. “Data Entry: Towards the Critical Study of Digital Data and Education.” Learning, Media and Technology 40 (1): 64–82.
36. Selwyn, N., M. Henderson, and S. H. Chao. 2015. “Exploring the Role of Digital Data in Contemporary Schools and Schooling—‘200,000 Lines in an Excel Spreadsheet’.” British Educational Research Journal 41 (5): 767–781.
37. Selwyn, N., S. Nemorin, and N. Johnson. 2017. “High-tech, Hard Work: An Investigation of Teachers’ Work in the Digital Age.” Learning, Media and Technology 42 (4): 390–405.
38. Shaffer, D. W., P. Nash, and A. R. Ruis. 2015. “Technology and the New Professionalization of Teaching.” Teachers College Record 117 (12): 1–30.
39. Sims, M., and M. Waniganayake. 2015. “The Performance of Compliance in Early Childhood: Neoliberalism and Nice Ladies.” Global Studies of Childhood 5 (3): 333–345.
40. Tanyel, N., and H. T. Knopf. 2011. “Does Using Digital Media in Assessment Affect Teacher Practices in Infant and Toddler Classrooms?” International Journal of Early Years Education 19 (3–4): 297–311.
41. Teaching Strategies Gold Online: Time-Saving Features. n.d. Teaching Strategies Gold, Inc. https://gold.teachingstrategies.com/content/GOLD/helpitems/GOLD_Time_Saving_Features.pdf.
42. Towers, I., L. Duxbury, C. Higgins, and J. Thomas. 2006. “Time Thieves and Space Invaders: Technology, Work and the Organization.” Journal of Organizational Change Management 19 (5): 593–618.
43. Valli, L., and B. Buese. 2007. “The Changing Roles of Teachers in an Era of High-stakes Accountability.” American Educational Research Journal 44: 519–558.
44. Williamson, B. 2015. “Governing Software: Networks, Databases and Algorithmic Power in the Digital Governance of Public Education.” Learning, Media and Technology 40 (1): 83–105.
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