id	author	title	date	pages	extension	mime	words	sentence	flesch	summary	cache	txt
dialog-433	Akers, Lauren; Del Grosso, Patricia; Snell, Emily K; Atkins-Burnett, Sally; Wasik, Barbara; Carta, Judith; Boller, Kimberly; Monahan, Shannon	Tailored Teaching: Emerging Themes from the Literature on Teachers’ Use of Ongoing Child Assessment to Individualize Instruction	2016	18	.pdf	application/pdf	9202	530	45	We identified four important issues in the literature in ongoing assessment in early childhood: (1) many teachers do not consistently collect ongoing assessment data, nor do they use it for instruction and individualization; (2) barriers to using data include lack of pedagogical content knowledge and knowledge about how to conduct assessments and interpret data; (3) teachers want more training and professional development in this area; and (4) more needs to be known about how to support the successful implementation of ongoing child assessment. DIALOG FROM THE FIELD Tailored Teaching: Emerging Themes from the Literature on Teachers’ Use of Ongoing Child Assessment to Individualize Instruction Lauren Akers and Patricia Del Grosso Mathematica Policy Research Emily Snell Temple University Sally Atkins-Burnett Mathematica Policy Research Barbara A. Wasik Temple University Judith Carta University of Kansas Kimberly Boller and Shannon Monahan Mathematica Policy Research Ongoing child assessment is increasingly viewed as a tool for informing and individualizing instruction in early childhood, yet little is known about how ongoing child assessment is implemented at the classroom or the programmatic level.	cache/dialog-433.pdf	txt/dialog-433.txt