At Teaching Strategies, research on early childhood development acts as the foundation for all of our solutions. From multi-year studies to foundation papers to third party evaluations, our research shows that you can trust our products to deliver positive outcomes for all children.
Third Party Evaluation Reports
Peer Reviewed Studies
Kim, D. H., Lambert, R. G., Durham, S., & Burts, D. C. (2018). Examining the validity of GOLD® with 4-year-old dual language learners. Early Education and Development, 29(4), 477-493.
Lambert, R. G., Kim, D. H., & Burts, D. C. (2016). The Association between the Teaching Strategies GOLD Assessment System and Direct Assessments of Child Progress. AERA Online Paper Repository.
Lambert, R. G., Kim, D. H., & Burts, D. C. (2015). The measurement properties of the Teaching Strategies GOLD® assessment system. Early Childhood Research Quarterly, 33, 49-63.
Lambert, R. G., Kim, D. H., & Burts, D. C. (2014). Using teacher ratings to track the growth and development of young children using the Teaching Strategies GOLD® assessment system. Journal of Psychoeducational Assessment, 32(1), 27-39.
Burts, D. C., & Kim, D. H. (2014). The teaching strategies GOLD assessment system: Measurement properties and use. NHSA Dialog, 17(3), 122-135.
Kim, D. H., Lambert, R. G., & Burts, D. C. (2014). Validating a developmental scale for young children using the Rasch model: Applicability of the Teaching Strategies GOLD® assessment system. Journal of Applied Measurement, 15(4), 405-421
Kim, D. H., Lambert, R. G., & Burts, D. C. (2013). Evidence of the validity of Teaching Strategies GOLD® assessment tool for English language learners and children with disabilities. Early Education and Development, 24(4), 574-595.
Kim, D. H., & Smith, J. (2010). Evaluation of two observational assessment systems for children's development and learning. NHSA Dialog, 13(4), 253-267.