Assessment in Early Childhood Settings: Learning Stories

By Margaret Carr. 2000

484 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/32e9d52f513bcf2c8a8383cc8c4c7499a57ea9c8

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In Developmental and Educational Psychology

In Education

In General Agricultural and Biological Sciences

Citations in the corpus

A framework for teaching learning: the dynamics of disposition (2004, background): “A number of goals for a learning curriculum—learning dispositions, learning orientation, habits of mind, and so on—have been advocated by educators in the UK, USA and New Zealand (e.g. Meier, 1995; Goleman, 1996; Costa, 2000; Carr, 2001; Brooker, 2002; Claxton, 2002; Pascal, 2002).”
Play in the primary school classroom? The experience of teachers supporting children’s learning through a new pedagogy (2011, methodology): “…the perspective of the learner, and that the narrative approach used in Learning Stories reflects the learning better than performance indicators (Carr 2001, 92–95): D ow nl oa de d by [ ] a t 0 8: 55 1 9 O ct ob er 2 01 1 What must be clear from all this, is that the evaluation of effective…”
Teachers’ funds of knowledge: a challenge to evidence-based practice (2012, background): “These theories may have been added to by exposure to sociocultural views of learning such as transformation of participation (Rogoff, 2003) and pedagogical practices such as learning stories (Carr, 2001), depending on the professional knowledge accessed by teachers during teacher education and ongoi”
Participatory learning theories: a framework for early childhood pedagogy (2012, background): “In learning stories, competent learners are seen to develop positive dispositions for learning, such as curiosity, concentration, persistence, contribution and communication, as outcomes (Carr, 2001a).”
Making learning visible in kindergarten classrooms: Pedagogical documentation as a formative assessment technique (2010, background): “Teachers and parents can then develop ideas about how to improve the child’s learning (Carr, 2001; Katz & Chard, 1996).”
Chinese teachers’ conceptions of assessment for and of learning: Six competing and complementary purposes (2015, background): “Conceptualisation of teacher conceptions of assessment Research into teacher conceptions of assessment conducted in non-Chinese contexts has focused largely on the competing tensions between formative and summative functions of assessment (e.g. Black & Wiliam, 1998; Berry, 2008; Brown, 2008; Carr, 2”
Mathematics Education in the Early Years: Building Bridges (2009, background): “Within early childhood settings this includes a range of innovative practices: systematic observations of children, shared experiences (Fleer, 2002), portfolios (Hedges, 2002), communication between teachers and families (McNaughton, 2002), and the use of learning stories (Carr, 2001).”