How head start professionals use and perceive teaching strategies gold: Associations with individual characteristics including assessment conceptions

Claire E. Cameron, Sabrina Kenny, Q. H. Chen

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

This sequential mixed methods study examined Head Start professionals’ use and conceptions about Teaching Strategies GOLD (TS Gold) assessment system in the Northeastern U. S. We conducted 17 interviews which then informed a survey (N = 153). We analyzed all data sources together, with three primary findings. Professionals endorsed recommended uses of TS Gold. The demands of using TS Gold often outweighed resources available to Head Start professionals, especially teachers. Respondents with a background in education or in a teaching role used TS Gold more, and those who generally agreed that assessment improves educational outcomes also reported more positive TS Gold conceptions.

Original languageEnglish
Article number103931
JournalTeaching and Teacher Education
Volume121
DOIs
StatePublished - Jan 2023

Keywords

  • Assessment conceptions
  • Early childhood
  • Fidelity of implementation
  • Head start
  • Mixed methods
  • Teaching strategies GOLD

Fingerprint

Dive into the research topics of 'How head start professionals use and perceive teaching strategies gold: Associations with individual characteristics including assessment conceptions'. Together they form a unique fingerprint.

Cite this