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dc.contributor.authorCarr, Margareten_NZ
dc.contributor.authorMitchell, Lindaen_NZ
dc.contributor.authorRameka, Lesley Kayen_NZ
dc.date.accessioned2017-06-29T21:50:58Z
dc.date.available2016en_NZ
dc.date.available2017-06-29T21:50:58Z
dc.date.issued2016en_NZ
dc.identifier.citationCarr, M., Mitchell, L., & Rameka, L. (2016). Some thoughts about the value of an OECD international assessment framework for early childhood services in Aotearoa New Zealand. Contemporary Issues in Early Childhood, 17(4), 450–454. https://doi.org/10.1177/1463949116680705en
dc.identifier.issn1463-9491en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/11134
dc.description.abstractWe were alerted to this warning from James Gee because it is from a chapter that reflects on assessment from a sociocultural-situated perspective. The New Zealand early childhood education curriculum, Te Whāriki, also takes this perspective and, in this short article, we argue that the use of Organisation for Economic Co-operation and Development (OECD) standardized tests to evaluate our early childhood education sector, while it may be perfectly ‘scientific’, could be disastrous for Te Whāriki.
dc.format.mimetypeapplication/pdf
dc.format.mimetypeimage/png
dc.language.isoen
dc.publisherSAGEen_NZ
dc.relation.urihttp://journals.sagepub.com/doi/full/10.1177/1463949116680705en_NZ
dc.rights© The Author(s) 2016
dc.titleSome thoughts about the value of an OECD international assessment framework for early childhood services in Aotearoa New Zealanden_NZ
dc.typeJournal Article
dc.identifier.doi10.1177/1463949116680705en_NZ
dc.relation.isPartOfContemporary Issues in Early Childhooden_NZ
pubs.begin-page450
pubs.elements-id194930
pubs.end-page454
pubs.issue4en_NZ
pubs.publication-statusPublisheden_NZ
pubs.volume17en_NZ
dc.identifier.eissn1463-9491en_NZ


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