Examining the Factor Structure of the Classroom Assessment Scoring System Toddler (CLASS-T) in Early Head Start and Subsidized Child Care Classrooms

Autor/inn/en	Bichay-Awadalla, Krystal; Bulotsky-Shearer, Rebecca J.
Titel	Examining the Factor Structure of the Classroom Assessment Scoring System Toddler (CLASS-T) in Early Head Start and Subsidized Child Care Classrooms
Quelle	In: Early Education and Development, 33 (2022) 2, S.309-325 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bichay-Awadalla, Krystal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2021.1887700
Schlagwörter	Factor Structure; Classroom Environment; Disadvantaged Youth; Preschool Education; Toddlers; Teacher Student Relationship; Educational Quality; Preservice Teachers; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Faktorenstruktur; Klassenklima; Unterrichtsklima; Benachteiligter Jugendlicher; Pre-school education; Vorschulerziehung; Infant; Infants; Toddler; Kleinkind; Teacher student relationships; Lehrer-Schüler-Beziehung; Quality of education; Bildungsqualität
Abstract	Research Findings: The Classroom Assessment Scoring System Toddler (CLASS-T) is one of the most commonly used measures to assess the quality of teacher-child interactions in toddler classrooms. Despite widespread use of the CLASS-T, few studies have examined the factor structure of the CLASS-T for use in Early Head Start (EHS) and subsidized child care programs serving children from low-income, ethnically and linguistically diverse backgrounds. The purpose of the present study was: (1) to examine the factor structure of the CLASS-T in a sample of 106 classrooms comprised of ethnically and linguistically diverse toddlers attending EHS and subsidized child care programs; and (2) to examine the invariance of the factor structure across classrooms in which teachers spoke predominantly English or Spanish in the classroom. Findings supported the two-factor structure of the CLASS-T, which included the Emotional and Behavioral Support and Engaged Support for Learning domains. Additionally, findings provide preliminary support for the use of the two-factor structure of the CLASS-T in linguistically diverse classrooms. Practice or Policy: Overall, research findings provide evidence for the use of the CLASS-T to measure quality within toddler classrooms that serve ethnically and linguistically diverse toddlers. Future directions and implications for both policy and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01