The significance of accountability mandates in early childhood classrooms: exploring challenges to constructivist perspectives

Price, Elaine (2017) The significance of accountability mandates in early childhood classrooms: exploring challenges to constructivist perspectives. [Thesis (PhD/Research)]


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Item Type: Thesis (PhD/Research)
Item Status: Live Archive
Additional Information: Doctor of Education (EdD) thesis. Access restricted to this thesis for 12 months, until 1 August 2018, at author's request.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - No Department
Supervisors: Noble, Karen; Cleaver, David
Date Deposited: 15 Jun 2018 03:01
Last Modified: 18 Jun 2018 05:14
Uncontrolled Keywords: United States; early childhood education; early childhood educators; accountability; testing; play; No Child Left Behind Act
Fields of Research : 13 Education > 1301 Education Systems > 130102 Early Childhood Education (excl. Maori)
13 Education > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation
URI: http://eprints.usq.edu.au/id/eprint/34289

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