A Bifactor Model of the "Classroom Assessment Scoring System" in Preschool and Early Intervention Classrooms in Singapore

Autor/inn/en	Ng, Ee Lynn; Bull, Rebecca; Bautista, Alfredo; Poon, Kenneth
Titel	A Bifactor Model of the "Classroom Assessment Scoring System" in Preschool and Early Intervention Classrooms in Singapore
Quelle	In: International Journal of Early Childhood, 53 (2021) 2, S.197-218 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ng, Ee Lynn) ORCID (Bull, Rebecca) ORCID (Bautista, Alfredo) ORCID (Poon, Kenneth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-7187
DOI	10.1007/s13158-021-00292-w
Schlagwörter	Classroom Environment; Preschool Education; Early Intervention; Foreign Countries; Teacher Student Relationship; Factor Structure; Models; Singapore; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Pre-school education; Vorschulerziehung; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Faktorenstruktur; Analogiemodell; Singapur
Abstract	The "Pre-K Classroom Assessment Scoring System" (CLASS) is commonly used to measure three domains of teacher-child interactional quality in preschool classrooms (Emotional Support, Classroom Organization, and Instructional Support). However, there is considerable debate regarding the validity of its three-domain factor structure and the applicability of CLASS across different countries and educational settings. This study contributes to this debate with an investigation of the factor structure of the CLASS in Singapore, comparing the factor structure for preschool classrooms serving typically developing children (n = 184) and early intervention classrooms serving children who require early intervention support (n = 182). Bifactor measurement models were used to explore the dimensionality of the CLASS in these settings. A best-fitting bifactor model with one general (Responsive Teaching) and two specific factors (Proactive Management and Routines, Cognitive Facilitation) was a good fit for the overall data. Comparison of preschool and early intervention classrooms indicated partial metric invariance, suggesting that while the factor structure was equivalent across the different settings, the loadings on some dimensions differed between preschool and early intervention classrooms. Future research could examine how different aspects of interactions in different settings contribute to children's learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01