Literaturnachweis - Detailanzeige
Autor/inn/en | Downer, Jason T.; Lopez, Michael L.; Grimm, Kevin J.; Hamagami, Aki; Pianta, Robert C.; Howes, Carollee |
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Institution | National Center for Research on Early Childhood Education (NCRECE) |
Titel | Measuring Teacher-Child Interactions in Linguistically Diverse Pre-K Classrooms. Research Brief |
Quelle | (2012), (2 Seiten)
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Scoring; English (Second Language); Teacher Student Relationship; Hispanic American Students; Second Language Learning; Bilingualism; Student Diversity; Social Development; Mathematics Achievement; Prediction; Literacy; Preschool Children; Preschool Teachers; Preschool Education; Cultural Pluralism; Educational Assessment; Federal Programs; Classroom Techniques Bewertung; English as second language; English; Second Language; Englisch als Zweitsprache; Teacher student relationships; Lehrer-Schüler-Beziehung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Zweitsprachenerwerb; Bilingualismus; Soziale Entwicklung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Vorhersage; Alphabetisierung; Schreib- und Lesefähigkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Kulturpluralismus; Education; assessment; Bewertungssystem; Klassenführung |
Abstract | Researchers investigated whether the Classroom Assessment Scoring System[TM] reliably characterized prekindergarten classrooms having varying ethnic and language compositions across the instrument's three domains (Emotional Support, Classroom Organization, and Instructional Support). They also examined whether the instrument predicted children's social, mathematics, and literacy outcomes equally well for Latino and dual language learner children as it does for their White, English-speaking peers. [A full report of this study may be found at Downer, J. T., Lopez, M. L., Grimm, K. J., Hamagami, A., Pianta, R. C., & Howes, C. (2012). Observations of teacher-child interactions in classrooms serving Latinos and dual language learners: Applicability of the Classroom Assessment Scoring System in diverse settings. "Early Childhood Research Quarterly." 27, 21-32 (EJ947499).] (As Provided). |
Anmerkungen | National Center for Research on Early Childhood Education. 350 Old Ivy Way Suite 100, Charlottesville, VA 22903. Tel: 866-301-8278; e-mail: castl@virginia.edu; Web site: http://curry.virginia.edu/research/centers/castl/project/ncrece |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |