An Appraisal of the CLASS Instrument as an Observational Measurement Tool for Evaluation of Student and Teacher Interactions in Western Australian Classrooms

Autor/inn/en	Kirk, Gillian; Knaus, Marianne; Rogers, Shane
Titel	An Appraisal of the CLASS Instrument as an Observational Measurement Tool for Evaluation of Student and Teacher Interactions in Western Australian Classrooms
Quelle	In: Australian Journal of Teacher Education, 47 (2022) 6, S.85-104, Artikel 6 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Classroom Environment; Classroom Observation Techniques; Teacher Student Relationship; Foreign Countries; Elementary School Teachers; Elementary School Students; Grade 2; Educational Quality; Psychological Patterns; Classroom Techniques; Australia; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 02; 2. Schuljahr; Schuljahr 02; Quality of education; Bildungsqualität; Klassenführung; Australien
Abstract	The National Quality Framework is used across Australia to drive quality improvement in early childhood settings. Unique to Western Australia, the National Quality Standard is also used in schools to improve quality in classrooms up to Year two (seven to eight years). However, the literature suggests the National Quality Standard is too broad with an emphasis on quantifiable program features (structural quality). As the Classroom Assessment Scoring System (CLASS™) instrument was designed to measure classroom interactions (process quality), the purpose of this current study was to examine its efficacy in Pre-primary (five-year-old) classrooms. A mixed-method research approach was employed to appraise the CLASS instrument as an observational measurement tool for evaluation of quality student and teacher interactions in schools. The quantitative methods involved a statistical analysis of the CLASS instrument ratings and observations and interviews provided a qualitative perspective. Study conclusions suggest that while CLASS offered useful descriptions of quality in Emotional Support and Classroom Organisation, the Instructional Support scores were not consistent with other indicators of quality, and this score was not representative of the instructional quality in some classrooms. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01