Measuring Quality of Classroom Interactions in Italian Primary School: Structural Validity of the CLASS K-3

Autor/inn/en	Longobardi, Claudio; Pasta, Tiziana; Marengo, Davide; Prino, Laura Elvira; Settanni, Michele
Titel	Measuring Quality of Classroom Interactions in Italian Primary School: Structural Validity of the CLASS K-3
Quelle	In: Journal of Experimental Education, 88 (2020) 1, S.103-122 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Longobardi, Claudio) ORCID (Marengo, Davide) ORCID (Settanni, Michele)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2018.1533795
Schlagwörter	Classroom Communication; Elementary School Students; Elementary School Teachers; Teacher Student Relationship; Test Validity; Classroom Techniques; Young Children; Academic Achievement; Foreign Countries; Predictive Measurement; Problem Solving; Public Schools; Reading Ability; Behavior Problems; Italy; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Klassengespräch; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Testvalidität; Klassenführung; Frühe Kindheit; Schulleistung; Ausland; Problemlösen; Public school; Öffentliche Schule; Reading competence; Lesekompetenz; Italien
Abstract	Through two studies, this work examined the applicability, interpretability, and construct validity of the Classroom Assessment Scoring System K-3 (CLASS) to measure quality of classroom interactions. In the first study, the CLASS was used in 332 classrooms to test three alternative models (in time order, the one-, three-factor, and two-factor models) to examine its factorial structure. The one-factor model showed worse fit than the other two models. The latent factors of the three-factor model were highly correlated. The bifactor model showed adequate fit. The aim of the second study was to investigate the construct validity of the CLASS. We used data collected from 31 classrooms to examine associations between factors extracted from the bifactor model with outcome variables in the domains of the student-teacher relationship, behavioral problems, and academic achievement. General- and domain-specific factors revealed different patterns of associations with child outcomes. The results are discussed relative to the Italian context. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01