2020
DOI: 10.1080/09575146.2020.1742666
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Exploring the use of a rating scale to support professional learning in early years pre-school staff: the experience of one local authority in Wales

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Cited by 3 publications
(3 citation statements)
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“…The average score for settings was below minimal across the three items, rated at 2.2 (item 9); 2.1 (item 11) and 1.1 (item 12) (Waters and Macdonald 2018). The participating Local Authority identified the lowest scoring items of the initial SSTEW observation as a basis for targeted professional learning, in line with their strategic remit to 'develop and deliver professional learning to childcare professionals' (Welsh Government (WG) 2014, p. 9).…”
Section: Context For the Sstew Quality Rating Observational Toolmentioning
confidence: 93%
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“…The average score for settings was below minimal across the three items, rated at 2.2 (item 9); 2.1 (item 11) and 1.1 (item 12) (Waters and Macdonald 2018). The participating Local Authority identified the lowest scoring items of the initial SSTEW observation as a basis for targeted professional learning, in line with their strategic remit to 'develop and deliver professional learning to childcare professionals' (Welsh Government (WG) 2014, p. 9).…”
Section: Context For the Sstew Quality Rating Observational Toolmentioning
confidence: 93%
“…12 The SSTEW quality rating has been designed to measure sustained shared thinking in terms of adult-child interactions (Siraj et al2015). The SSTEW method used to measure quality in the 16 Flying Start settings involved in 'Talking Science' can be seen in Waters and Macdonald (2018). In brief, adult-child interactions were observed over a complete Flying Start session of approximately 2.5 hours in each individual Flying Start setting.…”
Section: Context For the Sstew Quality Rating Observational Toolmentioning
confidence: 99%
“…Evidence also suggests that adults do not routinely consider children's competencies when planning for their learning and participation in ECE contexts (e.g. Waters & MacDonald, 2020;Murphy et al, 2022). The exemplification throughout this book provides deep and clear insight, through empirical evidence, of children's competencies, and as such supports educators to frame the child as both competent and capable.…”
mentioning
confidence: 92%