The Reliability and Structure of the Classroom Assessment Scoring System in German Pre-Schools

Autor/inn/en	Stuck, Andrea; Kammermeyer, Gisela; Roux, Susanna
Titel	The Reliability and Structure of the Classroom Assessment Scoring System in German Pre-Schools
Quelle	In: European Early Childhood Education Research Journal, 24 (2016) 6, S.873-894 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2016.1239324
Schlagwörter	Test Reliability; Scoring; Preschool Education; Preschool Children; Factor Analysis; Factor Structure; Emotional Response; Classroom Environment; Teaching Methods; Foreign Countries; Likert Scales; Teacher Student Relationship; Interaction; German; Second Language Learning; Video Technology; Observation; Program Effectiveness; Germany + Suchen Sie Ihr Suchwort? Testreliabilität; Bewertung; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Faktorenanalyse; Faktorenstruktur; Emotionales Verhalten; Klassenklima; Unterrichtsklima; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Likert-Skala; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Deutscher; Zweitsprachenerwerb; Beobachtung; Deutschland
Abstract	This study examined the reliability and structure of the Classroom Assessment Scoring System (CLASS; Pianta, R. C., K. M. La Paro, and B. K. Hamre. 2008. "Classroom Assessment Scoring System. Manual Pre-K." Baltimore, MD: Brookes) and the quality of interactional processes in a German pre-school setting, drawing on a sample of 390 children in 61 language promotion groups. Rater agreement, temporal stability, and internal consistency were used to describe the reliability. Confirmatory factor analysis was used to investigate the three-factor structure of CLASS with the domains: "Emotional Support," "Classroom Organization," and "Instructional Support." The analysis revealed that reliable assessments of the quality of classroom interactional processes could be achieved and that the three-factor structure could be modelled in a German pre-school setting. The examination of the quality of classroom interactional processes in these language promotion groups indicated that "Emotional Support" and "Classroom Organization" were excellent but that the quality of Instructional Support was very low. Consequences of this study were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01