Bibliography

 

Emerson, L.-M., Ogielda, C., & Rowse, G. (2019, February 18). The role of experiential avoidance and parental control in the association between parent and child anxiety. Frontiers in psychology. Retrieved March 17, 2022, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6387941/

 

This study was given to mainly to white British parents and 20% of other races. This was approved by the National Health Service, United Kingdom, research ethics committee and given to local schools in the UK. Participants could pick up a form if they wished to take part since a return of the questionnaire was consented to take down the results. Children reported by parents were ages 8-12 The kids’ symptoms reported using SCAS-P (spence children’s anxiety scale). In this a questionnaire is given to parents and they grade 20 items on 4 levels on agreeableness. Parents’ anxiety symptoms were measured using the STAI (state trait anxiety inventory). This is another self-reporting questionnaire in this example we see the trait subscale was used. Overall, in this paper we saw feedback from parents in the UK and we learned that parent anxiety is closely correlated to whether their children will display similar symptoms.

 

Meisels, S. J. (2007). Accountability in early childhood: No easy answers. In R. C. Pianta, M. J. Cox, & K. L. Snow (Eds.), School readiness and the transition to kindergarten in the era of accountability (pp. 31–47). Paul H Brookes Publishing.

 

In this reading we are told reasons why accountability is so hard to test for in the first 8 years of life. The way this was measured was with a bi-annual exam presented in head start programs. A new “less problematic” test or assessment was created. This paper tells us that the test would be best administered to tell us more about teachers, classrooms and hopefully get a closer insight allowing us to answer some fundamental questions about teaching. This was more of a research proposal and investigated past research and future predictions through data analysis. This test would see students getting more help or attention due to better screening and hiring for teachers.

 

Douglas N. Harris; Would Accountability Based on Teacher Value Added Be Smart Policy? An Examination of the Statistical Properties and Policy Alternatives. Education Finance and Policy 2009; 4 (4): 319–350. doi: https://doi.org/10.1162/edfp.2009.4.4.319

 

  In this paper we are told about how testing for teacher accountability could be useful. This means that in practice an exam every year to understand how much of the child’s success was a direct outcome from the teacher. Knowing how much a teacher is responsible for the child’s achievement could help us pinpoint the teachers that truly lead to greater outcomes. This sums up by saying that even though this would probably bring child achievement up since better inspections of teachers are being passed with more serious consequences. This however doesn’t seem to be very cost effective on a large scale for schools but there is way for a program of this sort.