Variations in Pre-Kindergarten Classroom Quality Ratings across the School Year: Observation Ratings from New York City's Pre-K for All

Autor/inn/en	Gandhi, Jill; Raver, C. Cybele; Abenavoli, Rachel M.; Morris, Pamela A.; Meyer, Lauren M.
Titel	Variations in Pre-Kindergarten Classroom Quality Ratings across the School Year: Observation Ratings from New York City's Pre-K for All
Quelle	In: Early Education and Development, 32 (2021) 8, S.1174-1193 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gandhi, Jill)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2020.1829291
Schlagwörter	Preschool Education; Classroom Environment; Educational Quality; Program Evaluation; School Districts; Scores; Classroom Techniques; Teacher Student Relationship; Accountability; Quality Assurance; Classroom Observation Techniques; Time; Preschool Teachers; New York (New York); Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Klassenklima; Unterrichtsklima; Quality of education; Bildungsqualität; Programme evaluation; Programmevaluation; School district; Schulbezirk; Klassenführung; Teacher student relationships; Lehrer-Schüler-Beziehung; Verantwortung; Qualitätssicherung; Zeit; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule
Abstract	Many school districts face the empirical challenge of monitoring program quality to assure that all children experience pre-K environments that foster early learning and development. Factors that are exogenous to classrooms (such as evaluation timing) may play a role in estimates of program quality and yet are not fully understood. This paper examines the role of timing in pre-K classroom quality as it was observed in practice by one of the largest school districts in the United States. In the 2015-2016 school year, New York City (NYC) observed 648 of its Pre-K for All programs using the Classroom Assessment Scoring System Pre-K (CLASS), giving each program an overall average classroom quality rating at one time point. Research Findings: A series of OLS regressions indicated that CLASS scores were lower for programs observed in the fall semester in the domains of Emotional Support and Classroom Organization. Emotional Support also demonstrated a pattern of increasing scores by each month within the fall semester, providing evidence for a relationship-building period between teachers and students early in the school year. Practice or Policy: These findings may be informative for school districts and policymakers who consider using CLASS as an accountability tool. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01