Assessment and Data Systems in Early Childhood Settings / Early Childhood Research and Education: An Inter-theoretical Focus Bd.5 (PDF)

promotediverse and equitable opportunities for all children and families. She maintains an active research program in a range of topics related to early learning supports and services for young children, including children with disabilities, their families, and the teachers and specialists who serve them. Tara's research focuses on inclusive high-quality early intervention an early childhood education. Key focus areas include exploring evidence-based, intentional and social-emotional teaching practices, assessment and data-informed teaching, and innovative professional learning and development. Her research uses an eclectic mix of research methods including statistical techniques and a focus on measurement quality in educational research. Tara is currently the lead investigator in the Data, Knowledge, Action projects, funded by the Teacher Led Innovation Fund (TLIF) and Teaching, Learning, Research Initiative (TLRI).



Associate Professor Sue Cherrington is based in the School of Education and Director of the Institute for Early Childhood Studies at Victoria University of Wellington, New Zealand. Sue has an extensive background in early childhood education, as both a kindergarten teacher and, since 1992, in early childhood teacher education. Prior to her current role, Sue has held roles as Associate Dean (Academic), Associate Dean (Early Childhood Education) and Director and Head of School for Early Childhood Teacher Education. Sue's over-arching research focus is on professional and pedagogical practices in Early Childhood Education (ECE). Her research concentrates on Early Childhood (EC) teacher thinking and reflection, including the use of video to support collective thinking and reflection, teacher professional learning and development, particularly through professional learning communities (PLC) and the evaluation of professional development programs for Early Childhood practitioners, teachers' ethical and professional experiences and practices, teachers' professional and pedagogical responses to working with diverse children and families, and investigation of the use of innovative data collection tools for use by teachers in ECE settings. Sue has extended her research interests into the tertiary education field with research projects into the development of VicTeach, a grassroots development within Victoria University of Wellington, as a professional learning community and into students' transition from secondary school to university.



Dr Karyn Aspden is Senior Lecturer in Early Years Education at Massey University, New Zealand. Karyn began her career as a teacher and leader in a range of early childhood services, before moving into initial teacher education. Karyn is Program Coordinator of the Graduate Diploma of Teaching (Early Childhood Education). Karyn's teaching areas include Leadership in Early Childhood Education, Studies of Infants and Toddlers, Professional Practice and Early Intervention. She is passionate about supporting both student teachers and experienced teachers to enhance their professional skills and knowledge, to be effective, informed and intentional teachers of young children. Karyn's research interests include practicum, effective teaching practice, early intervention and infant and toddler pedagogy. The importance of meaningful and responsive relationships is the thread that weaves through each of these areas.