Measuring Teacher-Child Interactions in Linguistically Diverse Pre-K Classrooms. Research Brief

Autor/inn/en	Downer, Jason T.; Lopez, Michael L.; Grimm, Kevin J.; Hamagami, Aki; Pianta, Robert C.; Howes, Carollee
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 kostenfreie Datei Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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