Assessment in Early Childhood Education
暫譯: 幼兒教育評估

全面涵蓋從出生到三年級的幼兒評估各個方面
本書從發展的角度撰寫，幼兒教育評估 為當前和未來的教師提供了幼兒評估各個方面的全面概述，包括可用的不同可能性——遠不止標準化測試——以及如何最有效地使用這些評估來造福他們班上的孩子。針對學前兒童以及正在過渡到識字的幼稚園和三年級兒童，解釋了由教師設計的傳統和真實評估。本書的第八版已更新了新的學習特徵、新的技術章節、共同核心和州標準信息、重要的組織變更等。
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Sue Clar Wortham is Professor Emerita of Early Childhood and Elementary Education at the University of Texas at San Antonio. Prior to beginning a teaching career in higher education in 1979, she taught prekindergarten through second grade in public schools, worked as a school district administrator, and was a consultant at an education service center. She has authored numerous texts, including Early Childhood Curriculum: Developmental Bases for Learning and Teaching (5th Ed., 2010), Pearson. She coauthored Play and Child Development (4th Ed., 2012) with Joe Frost and Stuart Reifel, also published by Pearson. Organizational publications include Childhood 1892--2002, published by the Association for Childhood Education International, and P laygrounds for Young Children: National Survey and Perspectives, coauthored with Joe Frost, published by the American Alliance for Health, Physical Education, Recreation, and Dance (AAHPERD). In 1992, she served as a Fulbright Scholar in Chile. She was president of the Association for Childhood Education International (ACEI) from 1995 to 1997. Since retirement, she has been very active in the development of the Global Guidelines for Early Childhood Education and Care that resulted from an international symposium held in Ruschlikon, Switzerland, in 1999. Subsequently, she has a leadership role in the development, validation, and implementation of the ACEI Global Guidelines Assessment adapted from the original guidelines. She edited Common Characteristics and Unique Qualities in Preschool Programs: Global Perspectives in Early Childhood Education for Springer in 2013, which reported on the use of the Global Guidelines Assessment in countries around the world. Dr. Wortham served as volunteer director of educational programs for World Children's Relief and Volunteer Organization, a small nongovernmental organization (NGO), from 2001 to 2011. She engaged in training teachers and principals in Haiti, Senegal, Burkina Faso, and Sierra Leone.

Belinda J. Hardin is an Associate Professor Emerita in the Department of Specialized Education Services at The University of North Carolina at Greensboro. Dr. Hardin completed her PhD in Early Childhood, Families, and Literacy at the University of North Carolina at Chapel Hill. Prior to entering higher education in 2004, she was a public school kindergarten and special education teacher, a Head Start director, and the Director of the Special Projects Division at Chapel Hill Training-Outreach Project. Her research includes cross-cultural studies investigating the effectiveness of services for young children with and without disabilities in the United States and other countries, particularly in Latin America. She is especially interested in measures of program quality with global applicability and how they are informed by sociocultural context. She served as the Co-Principal Investigator of three national studies in the United States that investigated the reliability and validity of Learning Accomplishment Profile assessment instruments, including a dual-language sample of 2,099 children (half English speakers and a half Spanish speakers) to norm the Learning Accomplishment Profile-Diagnostic Edition. Additionally, Dr. Hardin completed studies investigating the referral, evaluation, and placement of preschool children with disabilities who are English Language Learners and is currently developing a family report questionnaire on preschool language development in English and Spanish. Dr. Hardin has conducted research and professional development activities with professionals and Spanish-speaking families in North Carolina, Guatemala, and the Yucatan Peninsula of Mexico. She was the Co-Principal Investigator of three international studies investigating the reliability and validity of the ACEI Global Guidelines Assessment in multiple countries across the world. Dr. Hardin has served on the Board of Directors for the Association of Childhood Education International and participated in two initiatives spearheaded by UNICEF to improve services for young children in inclusive early childhood settings worldwide.

Sue Clar Wortham 是德克薩斯州聖安東尼奧大學幼兒與小學教育的名譽教授。在1979年開始高等教育的教學生涯之前，她曾在公立學校教授學前班至二年級，擔任學區管理員，並在教育服務中心擔任顧問。她著有多本著作，包括 Early Childhood Curriculum: Developmental Bases for Learning and Teaching（第5版，2010年），由Pearson出版。她與Joe Frost和Stuart Reifel共同撰寫的 Play and Child Development（第4版，2012年）也由Pearson出版。她的組織出版物包括由國際幼兒教育協會出版的 Childhood 1892--2002，以及與Joe Frost共同撰寫的 Playgrounds for Young Children: National Survey and Perspectives，由美國健康、體育、娛樂和舞蹈聯盟（AAHPERD）出版。1992年，她曾在智利擔任富布賴特學者。她於1995年至1997年擔任國際幼兒教育協會（ACEI）的會長。自退休以來，她積極參與1999年在瑞士Ruschlikon舉行的國際研討會所產生的全球幼兒教育與照護指導方針的發展。隨後，她在ACEI全球指導方針評估的發展、驗證和實施中擔任領導角色，該評估是根據原始指導方針進行調整的。她於2013年為Springer編輯了 Common Characteristics and Unique Qualities in Preschool Programs: Global Perspectives in Early Childhood Education，該書報告了全球指導方針評估在世界各國的使用情況。Wortham博士於2001年至2011年擔任世界兒童救助與志願者組織的教育計劃志願主任，這是一個小型非政府組織（NGO）。她曾在海地、塞內加爾、布基納法索和塞拉利昂進行教師和校長的培訓。

Belinda J. Hardin 是北卡羅來納州格林斯伯勒大學專業教育服務系的名譽副教授。Hardin博士在北卡羅來納州教堂山大學獲得幼兒、家庭和識字的博士學位。在2004年進入高等教育之前，她曾擔任公立學校的幼稚園和特殊教育教師、Head Start主任，以及教堂山培訓-外展計劃的特殊項目部主任。她的研究包括跨文化研究，調查美國及其他國家（特別是拉丁美洲）對有和沒有殘疾的幼兒服務的有效性。她特別關注具有全球適用性的計劃質量衡量標準，以及這些標準如何受到社會文化背景的影響。她曾擔任美國三項國家研究的共同首席研究員，這些研究調查了學習成就檔案評估工具的可靠性和有效性，包括一個包含2,099名兒童（一半為英語使用者，另一半為西班牙語使用者）的雙語樣本，以標準化學習成就檔案-診斷版。此外，Hardin博士完成了調查英語學習者的學前殘疾兒童的轉介、評估和安置的研究，並目前正在開發一份關於學前語言發展的家庭報告問卷，內容包括英語和西班牙語。Hardin博士曾在北卡羅來納州、危地馬拉和墨西哥尤卡坦半島與專業人士和講西班牙語的家庭進行研究和專業發展活動。她是三項國際研究的共同首席研究員，這些研究調查了ACEI全球指導方針評估在世界多個國家的可靠性和有效性。Hardin博士曾擔任國際幼兒教育協會董事會成員，並參與了聯合國兒童基金會（UNICEF）主導的兩項倡議，以改善全球包容性幼兒教育環境中對幼兒的服務。