Journal article

Considerations when using rating scales to support teacher professional development: a commentary on Weadman, Serry and Snow (2022)

Abstract:: While observational rating scales such as the Emergent Literacy and Language Early Childhood Checklist for Teachers (ELLECCT) have potential to support Early Childhood Teachers in improving their practice, the existence of a valid and reliable tool is no guarantee of success. A carefully constructed model of teacher professional development will be required to ensure benefits for instructional practice and child language outcomes. This commentary considers the evidence available to guide intelligent design of such a model.

Publication status:: Published

Peer review status:: Peer reviewed

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APA Style

Mathers, S. (2022). Considerations when using rating scales to support teacher professional development: a commentary on Weadman, Serry and Snow (2022). First Language, 42(4), 588–591.

MLA Style

Mathers, S. “Considerations When Using Rating Scales to Support Teacher Professional Development: a Commentary on Weadman, Serry and Snow (2022).” First Language, vol. 42, no. 4, SAGE Publications, 2022, pp. 588–91.

Chicago Style

Mathers, S. 2022. “Considerations When Using Rating Scales to Support Teacher Professional Development: a Commentary on Weadman, Serry and Snow (2022).” First Language 42 (4): 588–91.
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Files:: Mathers_2022_considerations_when_using.pdf

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Publisher copy:: 10.1177/01427237221096512

Authors

+ Mathers, S More by this author

Institution:: University of Oxford
Division:: SSD
Department:: Education
Role:: Author
ORCID:: 0000-0002-6256-6662

Publisher:: SAGE Publications
Journal:: First Language More from this journal
Volume:: 42
Issue:: 4
Pages:: 588-591
Publication date:: 2022-05-24
Acceptance date:: 2022-04-04
DOI:: 10.1177/01427237221096512
EISSN:: 1740-2344
ISSN:: 0142-7237

Language:: English
Keywords:: FFR
Pubs id:: 1249465
Local pid:: pubs:1249465
Deposit date:: 2022-04-04

Terms of use

Copyright holder:: Sandra J. Mathers
Copyright date:: 2022
Rights statement:: © The Author(s) 2022. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).
Notes:: This is the accepted manuscript version of the article. The final version will be available from a forthcoming edition of First Language.

Licence:: CC Attribution (CC BY)

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