Accountability comes to preschool: Can we make it work for young children?

Phi Delta Kappan

Volumn 87, Issue 10, 2006, Pages

  Stipek, Deborah ^a,b  

^a Department of Education ^*

^b STANFORD UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33745760291     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172170608701007     Document Type: Review

References (9)

1. Meredith Phillips, James Crouse, and John Ralph, "Does the Black-White Test Score Cap Widen After Children Enter School?," in Christopher Jencks and Meredith Phillips, eds., The Black-White Test Score Cap (Washington, D.C.: Brookings Institution Press, 1998), pp. 229-72.
2. A story recounted to me by a researcher who was assessing a young child's reading skill illustrates what can happen if decoding is overemphasized. The child read a brief passage flawlessly but was unable to answer a simple question about what he had read. He complained to the researcher that he had asked him to read the passage, not to understand it. Clearly this child had learned that reading was synonymous with decoding sounds.
3. See, for example, Barbara Bowman, M. Suzanne Donovan, and M. Susan Burns, eds., Eager to Learn: Educating Our Preschoolers (Washington, D.C.: National Academy Press, 2001);
4. and Douglas Clements, Julie Sarama, and Ann-Marie DiBiase, Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Education (Mahwah, N.J.: Erlbaum, 2003).
5. See, for example, David Arnold, "Co-Occurrence of Externalizing Behavior Problems and Emergent Academic Difficulties in Young High-Risk Boys: A Preliminary Evaluation of Patterns and Mechanisms," Journal of Applied Developmental Psychology, vol. 18, 1997, pp. 317-30;
6. Nancy Eisenberg and Richard A. Fabes, "Prosocial Development," in William Damon and Nancy Eisen berg, eds., Handbook of Child Psychology, 5th ed., vol. 3 (New York: Wiley, 1997), pp. 701-78.
7. For a review, see Deborah Stipek, Motivation to Learn: Integrating Theory and Practice, 4th ed. (Needham Heights, Mass.: Allyn & Bacon, 2002).
8. See, for example, Leslie Gutman and Elizabeth Sulzby, "The Role of Autonomy-Support Versus Control in the Emergent Writing Behaviors of African-American Kindergarten Children," Reading Research & Instruction, vol. 39, 2000, pp. 170-83;
9. and Richard Ryan and Jennifer La Cuardia, "Achievement Motivation Within a Pressured Society: Intrinsic and Extrinsic Motivations to Learn and the Politics of School Reform," in Timothy Urdan, ed., Advances in Motivation and Achievement: A Research Annual, vol. II (Greenwich, Conn.: JAI Press, 1999), pp. 45-85.