Bibliografie Abbott, L & Rodger, R (eds). 1994. Quality education in the early years. Buckingham: Open University Press. Ackers, J. 1994. “Why involve me?” Encouraging children and their parents to participate in the assessment process, in Quality education in the early years, edited by L Abbot & R Rodger. Buckingham: Open University Press:55-75. Adams, L. 1996. Quality curriculum for quality care and education. International Journal of Early Childhood 28(2):49-52. Airasian, PW. 1994. Classroom assessment. New York: McGraw-Hill. Allen, KE & Hart, B. 1984. The early years: arrangements for learning. Englewood Cliffs, NJ: Prentice-Hall. American Academy of Pediatrics. Committee on School Health and Committee on Early Childhood, Adoption and Dependent Care. 1995. The inappropriate use of school “readiness” tests. Pediatrics 95(3):437-438. Arjun, P. 1998. An evaluation of the proposed new curricula for schools in relation to Kuhn’s conception of paradigms and paradigm shifts. South African Journal of Higher Education 12(1):20-26. Atkin, J. 1991. Thinking about play, in Play in the primary curriculum, edited by N Hall & L Abbot. London: Francis:29-36. Baker, EL. 1994. Making performance assessment work: the road ahead. Educational Leadership 51(6):58-62. Baker, TL. 1994. Doing social research. New York: McGraw-Hill. Barbour, N & Seefeldt, C. 1993. Developmental continuity across preschool and primary grades: implications for teachers. Wheaton: Association for Childhood Education International.
Transcript
Bibliografie
Abbott, L & Rodger, R (eds). 1994. Quality education in the early years. Buckingham:Open University Press.
Ackers, J. 1994. “Why involve me?” Encouraging children and their parents to participatein the assessment process, in Quality education in the early years, edited by LAbbot & R Rodger. Buckingham: Open University Press:55-75.
Adams, L. 1996. Quality curriculum for quality care and education. International Journalof Early Childhood 28(2):49-52.
Airasian, PW. 1994. Classroom assessment. New York: McGraw-Hill.
Allen, KE & Hart, B. 1984. The early years: arrangements for learning. Englewood Cliffs,NJ: Prentice-Hall.
American Academy of Pediatrics. Committee on School Health and Committee on EarlyChildhood, Adoption and Dependent Care. 1995. The inappropriate use of school“readiness” tests. Pediatrics 95(3):437-438.
Arjun, P. 1998. An evaluation of the proposed new curricula for schools in relation toKuhn’s conception of paradigms and paradigm shifts. South African Journal ofHigher Education 12(1):20-26.
Atkin, J. 1991. Thinking about play, in Play in the primary curriculum, edited by N Hall &L Abbot. London: Francis:29-36.
Baker, EL. 1994. Making performance assessment work: the road ahead. EducationalLeadership 51(6):58-62.
Baker, TL. 1994. Doing social research. New York: McGraw-Hill.
Barbour, N & Seefeldt, C. 1993. Developmental continuity across preschool and primarygrades: implications for teachers. Wheaton: Association for Childhood EducationInternational.
309
Baron, MA & Boschee, F. 1996. Dispelling the myths surrounding OBE. Phi Delta Kappan77(8):574-576.
Baxen, J, Biersteker, l & Smith C. 1998. Western Cape thousand schools reception yearpilot project: impact of the training course on teacher understandings andclassroom practice. Western Cape Thousand Schools Reception Year Pilot Project January 1996 - December 1997.
Beaty, J. 1992. Preschool appropriate practices. Fort Worth: Harcourt Brace JovanovichCollege Publishers.
Beaty, J. 1994. Observing development of the young child. 3rd edition. Englewood Cliffs,NJ: Merrill.
Beaty, J. 1996. Skills for preschool teachers. 5th edition. Englewood Cliffs, NJ: Merrill.
Bentzen, WR. 1985. Seeing young children: a guide to observing and recording behavior. Albany, NY: Delmar.
Bergan, JR & Feld, JK. 1993. Developmental assessment: new directions. YoungChildren 48(July):41-47.
Bergman, AB. 1993. Performance assessment for early childhood: What could be morenatural? Science and Children 30(5):20-22.
Best, JW & Kahn JV. 1993. Research in Education. 7th edition. Boston: Allyn & Bacon.
Blenkin, GM & Kelly, AV (eds). 1992. Assessment in Early Childhood Development.London: Paul Chapman.
Block, JH, Efthin HE & Burns RB. 1989. Building effective mastery learning schools. NewYork: Longman.
Bogdan, RC & Bilken, SK. 1992. Qualitative research for education: an introduction totheory and methods. 2nd edition. Boston: Allyn & Bacon.
Brady, L. 1994. Outcomes-based education: imposing a model for curriculumdevelopment. International Journal of Educology 9(2):180-192.
Brady, L. 1996. Outcome-based education: a critique. The Curriculum Journal 7(1):5-16.
Brandt, R. 1994. Overview: Is outcome-based education dead? Journal of the Associationfor Supervision and Curriculum Development 51(6):3.
Brewer, JA. 2001. Introduction to early childhood education: preschool through to theprimary grades. 4th edition. Boston: Allyn & Bacon.
Brogan, BR. 1995. What will outcome-based education mean for our children? NewSchools, New Communities 11(3):13-18.
Bronfenbrenner, U. 1979. Ecology of human development: experiments by nature anddesign. Cambridge: Harvard University Press.
Burgess-Macey, C. 1994. Assessing young children’s learning, in Assessment in the multi-ethnic primary classroom, edited by P Keel. Staffordshire: Trentham Books:47-60.
Cannella, GS. 1997. Deconstructing early childhood: social justice and design.Cambridge: Harvard University Press.
Capper, C & Jamison, M. 1993. Let the buyer beware: total quality management andeducational research and practice. Educational Researcher 22(Nov):25-30.
Carl, AE & Van der Merwe, CR. 1998. Kurrikulumkonsultasie in Suid-Afrikaanse primêreskole. South African Journal of Education 18(2):67-75.
Carrol, D & Carini, P. 1991. Tapping teacher’s knowledge, in Expanding studentassessment, edited by V Perrone. Alexandria: Association for Supervision andCurriculum Development:40-46.
Cassel, RN. 1995. Accountability for early childhood education. (Assessing globalfunctioning) Reading Improvement 32(1):32-37.
311
Catron, CE & Allen, J. 1993. Early childhood curriculum. New York: MacMillan.
Chisholm, L. 2000. A South African curriculum for the twenty first century: report of theReview Committee on the Curriculum 2005. Pretoria: Government Printers.
Chittenden, E. 1991. Authentic assessment, evaluation, and documentation of studentperformance, in Expanding student assessment, edited by V Perrone. Alexandria:Association for Supervision and Curriculum Development:22-31.
Claassen, JC. 1999. 21st century demands and Curriculum 2005/OBE: Shall the twainever meet? Edunisa. 1:23-25.
Clements, M. 1996. The National Curriculum in Australia. Education Research andPerspectives 3(1):61-92.
Cole, M & Cole, SR. 1993. The development of children. 2nd edition. New York: ScientificAmerican Books.
Creswell, JW & Miller DL. 2000. Determining validity in qualitative inquiry. Theory intoPractice 39(3):124-129.
Cronje, CJ. 1999. Die behoud van die professionele karakter in die skool. SAOUReferate: Skoolhoofdesimposium. Ongepubliseerde simposiumbundel:1-4.
David, T. 1996. Curriculum in the early years, in Contemporary issues in the early years:working collaboratively for children, edited by G Pugh. London: Paul Chapman:85-101.
Davin, R. 2002. Kleinkindontwikkeling. Studiegids 2 vir PRS101-Y en PGC405-D.Departement Primêre Skool Onderwysersopleiding. Pretoria: Universiteit vanSuid-Afrika.
Day, DE. 1983. Early childhood education: a human ecological approach. Glenview,Illinois: Scott, Foresman & Company.
Department of Education. (Ongedateerd [a]). Draft recommendations for the developmentand implementations of assessment policy. (Ongepubliseerde werksdokument.)
312
Department of Education. (Ongedateer [b]). Guidelines for developing learningprogrammes for Grade R. Pretoria: Government Printers.
Department of Education. 1996a. Interim Policy for Early Childhood Development.Pretoria: Government Printers.
Department of Education 1996b. Draft Document: Curriculum Framework for Generaland Further Education and Training. Amended document revised by theCurriculum Development Working Group of the NCDC.
Department of Education. 1997a. Curriculum 2005: lifelong learning for the 21st century.Cape Town: CTB Books.
Department of Education. 1997b. Foundation Phase (Grades R to 3) Policy Document.Pretoria: Government Printers.
Department of Education. 1997c. Norms and standards for teacher education, trainingand development. Technical Committee on the revision of norms and standardsfor teacher education. Pretoria: Department of Education.
Department of Education. 1997d. Outcomes-based education in South Africa:background information for educators. Pretoria: Department of Education.
Department of Education. 1997e. Towards a policy framework for assessment in thegeneral and further education and training phases in South Africa. Discussiondocument. Pretoria: Department of Education.
Department of Education. 1999a. Criteria and guidelines for the accreditation of ECDPractitioners (Draft for Comment).
Department of Education. 1999b. The Early Childhood Development sector and theNational Qualifications Framework: norms and standards for Early ChildhoodDevelopment practitioners.
Department of Education. 2001. Education White Paper 6: Special Needs Education:building an inclusive education and training system. Pretoria: Department ofEducation.
313
Department of Education. 2002a. Foundation phase learning programme policyguidelines: strengthening policy-in-action. Pretoria: Department of Education.
Department of Education. 2002b. Revised National Curriculum statement Grades R - 9(schools) policy: overview English. Pretoria: Department of Education.
Department of Education. 2002c. Revised National Curriculum Statement Grades R - 9(Schools) Policy: Mathematics. Pretoria: Department of Education.
Department of Education. 2002d. Revised National Curriculum Statement Grades R - 9(Schools) Policy: Natural Sciences. Pretoria: Department of Education.
Department of Education. 2002e. Revised National Curriculum Statement Grades R - 9(Schools) Policy: Technology. Pretoria: Department of Education.
Department of Education. 2002f. Revised National Curriculum Statement Grades R - 9(Schools) Policy: Social Sciences. Pretoria: Department of Education.
Department of Education. 2002g. Revised National Curriculum Statement Grades R - 9(Schools) Policy: Arts and Culture. Pretoria: Department of Education.
Department of Education. 2002h. Revised National Curriculum Statement Grades R - 9(Schools) Policy: Life Orientation. Pretoria: Department of Education.
Department of Education. 2002i. Revised National Curriculum Statement Grades R - 9(Schools) Policy: Economic and Management Sciences. Pretoria: Department ofEducation.
Department of Education. 2002j. Revised National Curriculum Statement Grades R - 9(Schools) Policy: English - Home Language. Pretoria: Department of Education.
Department of Education. 2002k. Revised National Curriculum Statement Grades R - 9(Schools) Policy: English - First Additional Language. Pretoria: Department ofEducation.
Department of Education. 2003. The revised National Curriculum Statements FoundationPhase Learning Programme Policy Guidelines. (Draft). Pretoria: Department ofEducation.
314
De Vos, AS. 2000a. Research at grass roots: a primer for the caring professions.Pretoria: Van Schaik.
De Vos, AS. 2000b. Introduction to the research process, in Research at grass roots: aprimer for the caring professions, edited by AS de Vos. Pretoria: Van Schaik:37-50.
De Vos, AS & Fouchè, CB. 2000. General Introduction to research design, data collectionmethods and data analysis, in Research at grass roots: A primer for the caringprofessions, edited by AS de Vos. Pretoria: Van Schaik:76-94.
DeVries, R & Kohlberg, L. 1990. Constructivist Early Education: overview and comparisonwith other programs. National Association for the education of young children:Washington, DC: National Association for the education of Young Children.
De Witt, MW. 1999. Kwaliteit onderwys vir die toekoms: ‘n blik op onderwysvoorsieningaan die jong kind. SAOU-referate: Skoolhoofdesimposium. Ongepubliseerdesimposiumbundel.
Doll, RC. 1986. Curriculum improvement: decision making and process. Boston: Allyn &Bacon.
Dowling, M. 1988. Education 3 to 5: a teachers’ handbook. London: Paul Chapman.
Draft White Paper on Education. 1994. The Draft White Paper on Education. Pretoria:Government Printers.
Drummond, MJ & Nutbrown, C. 1996. Observing and assessing young children, inContemporary issues in the early years:. working collaboratively for children, 2nd
edition, edited by G Pugh. London: Paul Chapman:102-118.
Ebbeck, M & Ebbeck, F. 1994. Accountability in the early childhood profession.Australian Journal of Early Childhood 19(March):16-20.
Eddowes, EA & Ralph, KS. 1998. Interactions for development and learning: birth througheight years. Upper Saddle River, NJ: Merrill.
315
Edwards, A & Knight, P. 1994. Effective early years education: teaching young children.Buckingham: Open University Press.
Elkind, E. 1996. Early Childhood Education: What should we expect? Principal 75(5):11-13.
Ellwein, MC, Walsh, DJ, Eads II, GM & Miller, A. 1991. Using readiness tests to routekindergarten students: the snarled intersection of psychometrics, policy, andpractice. Educational Evaluation and Policy Analysis 13(2):159-175.
Essa, EL. 1999. Introduction to early childhood education. 3rd edition. Albany: Delmar.
Evans, KM & King, AJ. 1994. Research on OBE: What we know and don’t know. In:Educational Leadership 51(6):12-17.
Faber, RJ. 1996. Introduction to teaching in the reception year. Module 1. Study Guidefor the Certificate in Reception Year Teaching. Pretoria: University of South Africa.
Faber, RJ. 1998. Kleinkindonderwys. Studiegids 2 vir PRS101-Y/DIDLIT-Q. DepartementPrimêre Skoolonderwysersopleiding. Pretoria: Universiteit van Suid-Afrika.
Faber, R & Van Staden, C. 1997. The year before school: a year of learning.Johannesburg: Heinemann.
Farr, R & Tone, B. 1998. Portfolio and performance assessment: helping studentsevaluate their progress as readers and writers. 2nd edition. Orlando: HarcourtBrace College Publishers.
Feeney, S, Christensen, D & Moravcik, E. 1983. Who am I in the lives of children? 2nd
edition. Columbus Merrill.
Feuer, MJ & Fulton, K. 1993. The many faces of performance assessment. Phi DeltaKappan 74(6):478.
Fink, D. 1995. Educational requirements of the postmodern age. ORBIT 26(1):6-11.
Fischer, J. 1996. Reflecting on the principles of early years practice. Journal of TeacherDevelopment 5(1):17-26.
316
Fouchè, CB. 2000. Data collection methods in Research at grass roots: a primer for thecaring professions, edited by AS de Vos. Pretoria: Van Schaik:152-177.
Frazee, B & Rudnitski, R. 1995. Integrated teaching methods: theory, classroomapplications and field-based connections. Albany: Delmar.
Garson, P. 1998. Start where you want to end up, says Spady. The Teacher 3(2): 6-7.
Gauteng Department of Education. 1999. Annual report to legislature: Financial year1998-99. Johannesburg: Gauteng Department of Education.
Glazer, MS. 1995. Are those alternatives to grades honest alternatives? Teaching K-824(8):98-101.
Gomby, DS, Larner, MB, Stevenson, CS, Levit EM & Behrman, RE. 1995. Long-termoutcomes of early childhood programs: Analysis and recommendations. Future ofChildren 5(3):6-24.
Goodwin, WL & Goodwin LD. 1996. Understanding quantitative and qualitative researchin Early Childhood Education. Columbia: Teachers College Press.
Gordon, A & Williams-Browne, K. 1995. Beginnings and beyond. 4th edition. Albany:Delmar.
Grace, C & Shores, EF. 1992. The portfolio and its use: developmentally appropriateassessment of young children. Little Rock: Southern Association on ChildrenUnder Six.
Greene, RM. 1984. Structuralism and its heuristic implications. Learning DisableQuarterly. 7(Fall):239-362.
Gress, JR (ed). 1988. Curriculum: an introduction to the field. Berkelet: McCutchan.
Greurin, GR & Maier, AS. 1983. Informal assessment in Education. Palo Alto: Mayfield.
Grey, J. 1998. Preparing for OBE: a new point of view. The Teacher 3(1):6-7.
317
Griffin, P. 1998. Outcomes with profiles: changes in teachers’ assessment practices.Curriculum Perspectives 18(1):9-19.
Gronlund, G. 1998. Portfolios as an assessment tool: is collection of work enough? YoungChildren (May):4-10.
Guba, EG. & Krefting, L. 1990. Rigor in qualitative research: The assessment oftrustworthiness. Journal of Occupational Therapy 45(3):214-222.
Gultig, J. 1997. Understanding outcomes-based education: knowledge, curriculum &assessment in South Africa. Learning guide. South African Institute for DistanceEducation. Pretoria: Government Printers.
Gultig, J. 1998. Understanding outcomes-based education: teaching and assessmentin South Africa. Learning guide. South African Institute for Distance Education.Cape Town: Oxford University Press South Africa.
Hall, N & Abbot, L (eds). 1991. Play in the primary curriculum. London: Francis.
Hamner, TJ & Turner, PH. 1994. Child development and early education: infancythrough preschool. Boston: Allyn and Bacon.
Hanekom, JDM & Robinson, M. 1991. Die JSAIS en ASB as hulpmiddel by die evalueringvan skoolgereedheid. Verslag ED-6. Pretoria: Raad vir GeesteswetenskaplikeNavorsing.
Hannah, C. 1979. Evalueringspraktyk vir onderwysgebruik. Pretoria: Academica.
Hargreaves, A. 1990. Curriculum and assessment reform. Milton Keynes: OpenUniversity Press.
Hargreaves, L. 1995. Seeing clearly. Observation in the primary classroom, in Beginningteaching: beginning learning in primary education, edited by J Moyles.Buckingham: Open University Press:41-63.
Harrod, C. 1998. The very early years. EQ Australia 2:11-12.Hartman, A. 1995. Diagrammatic assessment of family relationships. Families-in-Society
76(2):111-122.
318
Hayes, N. 1996. Quality in early education. Irish Educational Journal 15(96):1-13.
Hendrick, J. 1994. Total learning: developmental curriculum for the young child. 4thedition. New York: Merrill.
Hendrickson, JM. 1992. Assessing the student-instructional setting interface using an eco-behavioral observation system. Preventing School Failure 36(3):26-31.
Hesari, R & Hill, D. 1989. Practical ideas for multicultural learning and teaching in theprimary classroom. London: Routledge.
Higgs, P. 1995. Metatheories in Philosophy of Education, in Metatheories in Philosophyof Education, edited by P Higgs. Johannesburg: Heinemann:3-17.
Higgs, P (ed). 1995. Methatheories in Philosophy of Education. Johannesburg:Heinemann.
Higgs, P & Smith, J. 2002. Rethinking the truth. Landsdowne: Juta.
Hildebrand, V. 1997. Introduction to early childhood education. New Jersey: Merrill.
Hills, TW. 1993. Assessment in context: teachers and children at work. Young Children48(July):20-28.
Hunter-Carsch, M. 1995. Keeping track: assessing, monitoring and recording children’sprogress and achievement, in Beginning teaching: beginning learning in primaryeducation, edited by J Moyles. Buckingham: Open University Press:195-216.
Hurst, V. 1994. Observing play in early childhood, in The excellence of play, edited by JMoyles. Buckingham: Open University Press:173-188.
Hurst, V & Lally, M. 1992. Assessment and the nursery curriculum, in Assessment in EarlyChildhood Education, edited by GM Blenkin & AV Kelly. London: PaulChapman:46-68.
Jackman, HL. 1997. Early curriculum: a child's connection to the world. Albany: Delmar.
319
Jansen, JD. 1998. Curriculum reform in South Africa: a critical analysis of outcomes-based education. Cambridge Journal of Education 28(3):321-331.
Janish, RJ. 1997. Outcomes based education. ATP Comment 3(3):6-7.
Jervis, K & McDonald J. 1996. Standards: the philosophical monster in the classroom. PhiDelta Kappan 77(8):563-569.
Johnson, S. 1996. What are alternative assessment? Gifted Children TodayMagazine:12-13; 49-50.
Kagan, SL. 1992. Readiness past, present and future: Shaping the agenda. YoungChildren 46 (November):48-53.
Kamper, G. 1999. The questionnaire survey, seeking the right way to go, in Research inDE: A journey of discovery. Study Manual A for PGDDE5-8. Postgraduate Diplomain Distance Education Course 5. Management & Research in DE. Pretoria:University of South Africa.
Kamper, G, Booyse, J & Goodwin-Davey, A. 1999a. Introduction to educational research:The journey begins, in Research in DE: A journey of discovery. Study Manual Afor PGDDE5-8. Postgraduate Diploma in Distance Education Course5.Management & Research in DE.. Pretoria: University of South Africa.
320
Kamper, G, Booyse, J & Goodwin-Davey, A. 1999b. Research in DE: a journey ofdiscovery. Study Manual A for PGDDE5-8. Postgraduate Diploma in DistanceEducation Course 5. Management & Research in DE. Pretoria: University ofSouth Africa.
Keel, P (ed.) 1994. Assessment in the multi-ethnic primary classroom. Staffordshire:Trentham Books.
Kelly, V. 1992. Concepts of assessment: an overview, in Assessment in Early ChildhoodEducation, edited by GM Blenkin & AV Kelly. London: Paul Chapman:1-23.
Kemp, J. 1994. Failing the first year: Challenges facing South African education.Information update 4(2):17-22.
Khulisa Management Services. 1998. Early Childhood Development Pilot Project. Baseline study submitted to the Department of Education. April 1998.(Unpublished report).
King, EW, Chipman, M & Crus-Jansen, M. 1994. Educating young children in a diversesociety. Boston: Allyn & Bacon.
Kingore, B. 1995. Introducing parents to portfolio assessment. A collaborative efforttoward authentic assessment. Gifted Children Today Magazine:18(4):12-13, 40.
Klingstedt, JL. 1972. Philosophical basis for competency-based education. Educationaltechnology 14(November):10-14.
Kronowitz, EL. 1999. Your first year of teaching and beyond. New York: Longman.
Kudlas, J M. 1994. Implications of OBE. What you should know about outcomes-basededucation. The Science Teacher 61(5):32-35.
Lally, M & Hurst, V. 1992. Assessment in nursery education: a review of approaches, inAssessment in Early Childhood, edited by GV Blenkin & AV Kelly. London: PaulChapman:69-92.
321
Landsberg, E. 1996. Identification and informal assessment of learners with specialeducational needs in the regular classroom. Paper read at the 21st NationalConference of the South African Association for Learning and EducationalDifficulties, 1-3 April 1999. Pretoria: University of South Africa. (Unpublished).
Lavadenz, M. 1996. Authentic assessment: toward equitable assessment of language -minority students. New Schools, New Communities 12(2):31-35.
Leavitt, RL & Eheart, BK. 1991 Assessment in early childhood programmes. YoungChildren 46(5):4-9.
LeCompte, MD. 2000. Analyzing qualitative data. Theory into Practice 39(3):146-154.
Lemmer, EM. 1998. Managing quality in education, in Outcomes-based education inSouth Africa, edited by F Pretorius. Johannesburg: Hodder & Stoughton:116-129.
Le Roux, S. 1992. Moet ek my kind laat toets vir skoolgereedheid? Die DepartmentSielkundige Opvoedkunde Simposium: Van klein kind tot skoolkind V. “Die bestevir my kind”. Pretoria: Universiteit van Suid-Afrika.
Lewy, A. 1996. Postmodernism in the field of achievement testing. Studies in EducationalEvaluation 22(3):223-244.
Lichtenstein, R. 1990. Psychometric characteristics and appropriate use of the Gesellschool readiness screening test. Early Childhood Research Quarterly 5(3):359-378.
Lubisi, C, Wedekind, V, Parker, B & Gultig, J (eds). 1997. Understanding outcomes-based education: knowledge, curriculum and assessment in South Africa: areader. A pilot module for the SAIDE Study of Education. South Africa Institutefor Distance Education and the National Department of Education. Cape Town:CTB Book Printers.
322
MacDonald, JB & Purpel, EP. 1988. Curriculum and planning: visions and metaphors, inCurriculum. an introduction to the field, edited by JR Gress. Berkelet: McCutchanPublishing Corporation:305-321.
MacFarlane, D & Mona, V. 1997. Training needed for OBE. The Teacher 2(8):2.
Manning, K & Sharp, A. 1977. Structuring play in the early years. School Council Project:The structuring of play in the infant/first school. London: Ward Lock Educational.
Mattaini, MA. 1995. Visualizing practice with children and families. Early ChildDevelopment and Care 106(Feb):59-74.
May, DC & Kundert, DK. 1992. Kindergarten screening in the New York state: tests,purposes, and recommendations. Psychology in the Schools 29(1):35-41.
McAfee, O & Leong, D. 1994. Assessing and guiding young children’s development andlearning. Boston: Allyn & Bacon.
McAfee, O & Leong, VG. 1997. Assessing and guiding young children’s development andlearning. 2nd edition. Boston: Allyn & Bacon.
McMillan, J & Schumacher, S. 1997. Research and education: a conceptual introduction.4th edition. New York: Longman.
McNeir, G. 1994. Outcomes-based Education. Emergency Librarian 21(4):30-32.
Mindes, G, Ireton, H & Mardell-Czudnowski, C. 1996. Assessing young children.Albany: Delmar.
Ministry of Education and Training, Ontario. 1995. The common curriculum: policies andoutcomes grades 1 - 9. New foundations for Ontario Education. Ontaria: QueensPrinters for Ontario.
Morris, H (ed). 1996. Understanding the National Qualifications Framework: a guide tolife long learning. Johannesburg: Heinemann.
323
Morrison, G S. 2001. Early childhood education today. Englewood Cliffs, NJ: Merrill-Prentice Hall.
Mouton, J & Marais, HC. 1992. Basiese begrippe: metodologie van dieGeesteswetenskappe. Pretoria: Raad vir die Geesteswetenskaplike Navorsing.
Moyles, JR.1989. Just playing? The role and status of play in early childhood education.Milton Keynes: Open University Press.
Moyles, JR (ed). 1994. The excellence of play. Buckingham: Open University Press.
Myles, K. 1997. The outcome of outcome based education. Gifted 100.
Nel, B F. 1995 Critical theory: origins, central concepts and education, in Methatheoriesin Philosophy of Education, edited by P Higgs. Johannesburg: Heinemann.
NEPI Educare Research Group. 1992. Early Childhood Educare. National Educationpolicy investigation. Report of the NEPI Educare Research Group: A Project of theNational Education Co-ordinating Committee. Cape Town: Oxford UniversityPress.
Nowers, S. 1999. ‘n Strewe na uitmuntendheid. SAOU referate:Skoolhoofdesimposium:1-4.
Nutbrown, C. 1994. Threads of thinking: young children learning and the role of earlyeducation. London: Paul Chapman.
O’Brien, LM. 1996/97. Turning my world upside down: How I learned to questiondevelopmentally appropriate practice. Childhood Education 73(2):100-102.
Odendaal, RM. 2001. Die eksterne skoolkonsultant as agent vir skoolverbetering. DEd-proefskrif. Johannesburg: Randse Afrikaanse Universiteit.
Odendal, FF, Schoonees, PC, Swanepoel, CJ, Du Toit, SJ & Booysen, CM. 1988.Verklarende woordeboek van die Afrikaanse taal. Johannesburg: Perskor-Boekdrukkery.
Olivier, C. 1998. How to educate and train outcomes-based. Pretoria: Van Schaik.
324
Padayachie, R (Project leader). Ongedateerd. Early Childhood Development. SouthAfrica: an audit study. Durban: Art Printers.
Pahad, M. 1997. Curriculum 2005: assessment and the National QualificationsFramework: a guide for teachers. Johannesburg: Heinemann.
Parkyn, LP. 1994. OBE on board. American-School-Board-Journal 18(11):35-36.
Pellegrini, A D & Dresden, J. 1991. The concept of development in the Early ChildhoodCurriculum, in Issues in Early Childhood curriculum: yearbook in Early ChildhoodEducation Volume 2, edited by B Spodek & ON Saracho. New York: TeachersCollege Press:46-63.
Penning, RJ. 1986. ‘n Didaktiese analise van die informele onderrigbenadering in diepreprimêre skool. MEd-verhandeling. Pretoria: Universiteit van Suid Afrika.
Penning, RJ. 1987. Die bepaling van skoolgereedheid: waarneming of toetsing.Kleuterklanke 12(1):7-9.
Perrone, V (ed). 1991. Expanding student assessment. Alexandria: Association forSupervision and Curriculum Development.
Petersen, C. 1998. Western Cape: thousand schools reception year pilot project: projectdescription. Western Cape Thousand Schools Reception Year Pilot Project(Unpublished report) January 1996-December 1997:1-30.
Pidgeon, S. 1992. Assessment at Key Stage 1: Teacher assessment through record-keeping, in Assessment in Early Childhood Education, edited by GM Blenkin & AVKelly. London: Paul Chapman:122-143.
Pike, K & Salend, SJ. 1995. Authentic assessment strategies: alternatives to norm- referenced testing. Teaching Exceptional Children 28(1):15-20.
Poggenpoel, M. 2000. Data analysis in Qualitative Research, in Research at grass roots:a primer for the caring professions, edited by AS de Vos. Pretoria: VanSchaik:334-353.
325
Pope, CA. 1990. Indirect teaching and assessment: are they mutually exclusive? NASSPBulletin 74(527):1-15.
Privett, N B. 1996. Without fear of failure: the attributes of an ungraded primary school.The School Administrator 53(1)6-11.
Pretorius, F. 1998.The necessity of a new approach in education in South Africa, inOutcomes-based education in South Africa, edited by F Pretorius. Johannesburg:Hodder & Stoughton:v-xiv.
Pretorius, F. 1998a. Managing the change to an out-comes based approach, inOutcomes-based education in South Africa, edited by F Pretorius. Johannesburg:Hodder & Stoughton:99-105.
Pretorius, F, 1998b. Outcomes-based education in South Africa. Johannesburg: Hodder& Stoughton.
Pretorius, SG. 1999. Uitkomsgerigte onderwys: implikasies vir skoolbestuur. Suid-Afrikaanse Tydskrif vir Opvoedkunde 18(4):271-281.
Puckett, M B & Black, JK. 1994. Authentic assessment of the young child. Celebratingdevelopment and learning. New York: Merrill.
Qualter, A. 1990. Assessing five year olds: Where do we start? Education 3-13 18(3):20-26.
Read, K & Patterson, J. 1980. The nursery school and kindergarten: human relationshipsand learning. New York: Holt, Rinehart & Winston.
Reilly, PE. 1983. Learning in the early childhood in pre-school years 13:6-12.
Republic of South Africa.1994. Government Gazette. Department of Education. DraftWhite Paper on Education and Training. Pretoria: Government Printer.
Republic of South-Africa. 1998. Department of Education. National Education Policy Act,1996 (Act No. 27 of 1996) Assessment policy in the general education andtraining band, Grades R to 9 and ABET 402(9640). 23 December 1998. Pretoria:Government Printers.
326
Republic of South Africa. 2001. Government Gazette. Department of Education.Education White Paper 5 on Early Childhood Education. Meeting the challengesof Early Childhood Development in South Africa. Pretoria: Government Printers.
Rhee, Won Young. 1996. How the curriculum can lead to quality care in early childhoodeducation. International Journal of Early Childhood 28(2):69-74.
Robison, HF. 1983. Exploring teaching in early childhood education. 2nd edition. Boston:Allyn & Bacon.
Roopnarine, JL & Johnson, JE. 1987. Approaches to early childhood education.Columbus: Merrill.
Saracho, ON. 1991. The role of play in the early childhood curriculum, in Issues in earlychildhood curriculum: yearbook in Early Childhood Education Volume 2, edited byB Spodek & ON Saracho. New York: Teachers College Press:86-105.
Schurink, EM. 2000a. Deciding to use a qualitative research approach, in Research atgrass roots: a primer for the caring professions, edited by AS de Vos. Pretoria: VanSchaik:252-264.
Schurink, EM. 2000b. Designing qualitative research, in Research at grass roots: a primerfor the caring professions, edited by AS de Vos. Pretoria: Van Schaik:252-264.
Schwarz, G. 1994. The language of OBE reveals its limitations. Educational Leadership
52(1):87-88.
Seaman, CHC. 1987. Research methods: principles, practice and theory for nursing.Norwalk, Conn: Appleton & Lange.
Seefeldt, C. 1980. Teaching young children. Englewood Cliffs, NJ: Prentice-Hall.
Seefeldt, C. 1989. Social studies for the preschool-primary child. 3rd edition. Columbus:Merrill.
Seefeldt, C & Barbour, N. 1990. Early childhood education: an introduction. New York:Merrill.
327
Siegel, DF & Hansen, RA. 1991. Kindergarten educational policies: separating myth fromreality. Early Education and Development 2(1):5 -31.
Slavin, REJ. 1994. Outcome-based education is not mastery learning. EducationalLeadership 51(6):14.
Smidt, S. 1998. A guide to early years practice. London: Routledge.
Spady, WG. 1988. Organizing for results: the basis for authentic restructuring and reform.Educational Leadership 46(2):4-8.
Spady, WG. 1994. Outcome-based education: critical issues and answers. Arlington:American Association of School Administrators.
Spady, WG & Marshall, KJ. 1991. Beyond traditional outcomes-based education.Educational Leadership 49(2):67 -72.
Sperling, DH. 1994. Assessment and reporting: a natural pair. Educational Leadership.52(2):10-13.
Spodek, B. 1985. Teaching in the early years. Englewood Cliffs, NJ: Prentice Hall.
Spodek, B. 1991. Early childhood development and the cultural definition of knowledge,in Issues in early childhood curriculum: yearbook in Early Childhood EducationVolume 2, edited by B Spodek & ON Saracho. New York: Teachers CollegePress:1-20.
Spodek, B & Saracho, ON. 1991. Introduction: concepts of early childhood curriculum, inIssues in early childhood curriculum: yearbook in Early Childhood EducationVolume 2, edited by B Spodek & ON Saracho. New York: Teachers CollegePress:ix-xii.
Spodek, B & Saracho ON (eds). 1991. Issues in Early Childhood curriculum: yearbookin Early Childhood Education Volume 2. New York: Teachers College Press.
Steyn, G M. 1996. The quest for quality in our school. Educare 25(1&2):120-136.
328
Stewart, SC, Choate, JS & Poteet, JA. 1995. The revolution in assessment within andacross educational settings. Preventing School Failure 39(3):20-24.
St James-Roberts, I, Singh, G, Lynn, R & Jackson, S. 1994. Assessing emotional andbehavioural problems in reception class children: factor structure convergence andand prevalence using the PBCL. British Journal of Educational Psychology:105-118.
Strydom, H. 2000. Ethical aspects of research in the caring professions, in Research atgrass roots: a primer for the caring professions, edited by AS de Vos. Pretoria: VanSchaik:23-34.
Swanepoel, CH. 1986. Die aard en meting van standerd 7-leerlinge se belangstelling indie natuurwetenskaplike rigting. DEd-proefskrif. Pretoria: Universiteit van Suid-Afrika.
Thurman, SK & Widerstrom, AH. 1985. Young children with special needs: adevelopmental and ecological approach. Boston: Allyn & Bacon.
Tindal, GA & Marston, DB. 1990. Classroom-based assessment: evaluating instructionaloutcomes. New York: MacMillan.
Turner, P & Hamner, TJ. 1994. Child development and early childhood education. Boston:Allyn & Bacon.
Tyler, R. 1950. Basic principles of curriculum and instruction. Chicago: University ofChicago.
Universiteit van Pretoria. 1963. Die Nel-Sonnekus ontwikkelingskaal vir voorskoolsekinders. Opvoedkundige studie nr 42 deur Nel, B F & Sonnekus, M C. Pretoria:Universiteit van Pretoria.
Universiteit van Suid-Afrika. 1999. Kwalitatiewe navorsing in M en D-studieleiding. Lesingaangebied deur die Belangegroep: Sielkundige Opvoedkunde op 3 September1999 te UNISA. (Ongepubliseerde lesing.)
Valencia, SW. 1997. Authentic classroom assessment of early reading: alternatives tostandardized tests. Preventing School Failure 41(2):63-70.
329
Van der Horst, H & McDonald, R. 1997. OBE Outcomes-based Education: a teacher’smanual. Pretoria: Kagiso.
Van der Walt, H. 1997. Onderwys in oorgang. Die Taalgenoot 66(11):10-11.
Van Rensburg, S. 1998. Uitkomsgebaseerde onderwys (UGO): monster of moontlikheid?Die Unie 94(4):8.
Van Rooyen, AE & Engelbrecht, P. 1997. Die effektiwiteit van enkele skoolgereedheids-toetse vir die voorspelling van skolastiese prestasie by die skoolbeginner. SouthAfrican Journal of Education 17(1):7-10.
Van Staden, CJS. 1987. Die aard en struktuur van kleuterkuns: ‘n didaktiese perspektief.MEd-verhandeling. Pretoria: Universiteit van Suid- Afrika.
Van Treuren, RR. 1986. Self-perception in family systems: a diagrammatic technique.Social Casework 67(5):299-305.
Van Wyk, N. 1999. Higher education in South Africa and the National Qualificationsframework: an overview. Educare 28(1&2):72- 83.
Waghid, Y. 2000. Qualitative research in education and the critical use of rationality. SouthAfrican Journal of Education 20(1):25-29.
Wallace, SD. 1997. An effective education system. It may be a question of values. APTComment 3(3):4-5.
Weade, G & Evertson, CM. 1991. On what can be learned by observing teaching. TheoryInto Practice 30(1):37-45.
Wideman, R. 1995. The common curriculum: policies and outcomes, Grades 1-9. ORBIT26(1):2-5.
Wiersma, W. 1991. Research methods in education. Boston: Allyn & Bacon.
Wiggins, G. 1993. Assessment: authenticity, context, and validity. Phi Delta Kappan75(3):200-214.
330
Wilkens, F. 1999. Implementering van Kurrikulum 2005. Ongepubliseerde SAOU-referate:Skoolhoofdesimposium.
Willer, B & Bredekamp, S. 1990. Policy report: redefining readiness: an essential requisitefor educational reform. Young Children 45(July):22-24.
Willis, S & Kissane, B. 1997a. Achieving outcome-based education: premises, principlesand implications for curriculum and assessment. Deakin West: AustralianCurriculum Studies Association.
Willis, S & Kissane, B. 1997b. Systematic approaches to articulating and monitoringstudent outcomes: are they consistent with outcome-based education? Studies ofEducational Evaluation 23(1):5-30.
Wilmot, D. 1999. Portfolios as a tool for course work assessment within the context of pre-service teacher education. South African Journal of Education 19(4):257-266.
Workman, MG.1997. OBE: paradigm shift or status quo? APT Comment 3(4):15.
Wortham, SC. 1984. Organizing instruction in early childhood: a handbook for assessmentand activities. Boston: Allyn & Bacon.
Wortham, S C.1995. Measurement and evaluation in early childhood education. 2nd
edition. Englewood Cliffs, NJ: Merrill.
Worthen, BR. 1993. Critical issues that will determine the future of alternativeassessment. Phi Delta Kappan 74(6):444-554
Zessoules, R & Gardner, H. 1991. Authentic assessment: beyond the buzzword and intothe classroom, in Expanding student assessment, edited by V Perrone. Alexandria:Association for Supervision and Curriculum Development:47-71.
