When data collection is reliant on teacher reporting and therefore the "...perception and rating of the Kindergarten teacher" (Guhn, Guderman, & Zumbo, 2007, p. 456), how would you suggest best controlling for or adjusting for perception bias?
Teacher reporting is understandably used in studies like that of Guhn, Guderman & Zumbo (2007). In the Guhn, Gederman & Zumbo (2007) study, the Kindergarten teachers rated their own students on the EDI. It is difficult to conceptualize other means by which the students could be evaluated. Researchers could use third-party observers, such as Kindergarten teachers from other schools. This might reduce perception bias in that teachers are somewhat likely to develop personal likes or dislikes during the course of instructing their students. A teacher from another school who has not been in contact with the students might have less personal bias toward the population being measured, but would be lacking in the ability to evaluate the students on the EDL survey parameters. Therefore, it would be preferable to retain the teacher reporting but try and adjust for perception bias in some way. One method would be to supplement the teacher reporting with a third party objective observer. This would create a burdensomely large data pool,...
Another method would be to employ a longer-term period of data gathering or even a longitudinal research design. Tracking teacher reporting over time might do away with temporary biases or subjective perceptions, ruling out nuances of perception, cognition, and emotion.
2. Based on the Guhn, Guderman and Zumbo (2007), Oliveri, Ercikan and Zumbo (2013) and the text (and perhaps your experience at Tuesday's dissertation proposal defense) are there alternative considerations or ways you would suggest to provide a for fair assessment of pre-k children (or any children) from diverse populations?
Guhn, Guderman and Zumbo (2007), Oliveri, Ercikan and Zumbo (2013), and readings from the text all illuminate some of the ways diverse classrooms function. Early childhood educators face a multitude of issues during the course of their work. One of the greatest challenges to early childhood educators is assessment, and finding the most appropriate, least biased, and least invasive methods of assessing students from diverse populations. Assessments should certainly be comprehensive and refer to the whole child, as Guhn, Guderman and Zumbo (2007), Oliveri, Ercikan and Zumbo (2013), and readings from the text…
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