Observations of Teacher-Child Interactions in Classrooms Serving Latinos and Dual Language Learners: Applicability of the Classroom Assessment Scoring System in Diverse Settings

Autor/inn/en	Downer, Jason T.; Lopez, Michael L.; Grimm, Kevin J.; Hamagami, Aki; Pianta, Robert C.; Howes, Carollee
Titel	Observations of Teacher-Child Interactions in Classrooms Serving Latinos and Dual Language Learners: Applicability of the Classroom Assessment Scoring System in Diverse Settings
Quelle	In: Early Childhood Research Quarterly, 27 (2012) 1, S.21-32 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2011.07.005
Schlagwörter	Classroom Techniques; School Readiness; Predictive Validity; Evaluation Methods; Scoring; Psychometrics; English (Second Language); Teacher Student Relationship; Hispanic American Students; Second Language Learning; Bilingualism; Educational Quality; Student Diversity; Social Development; Mathematics Achievement; Prediction; Literacy; Outcomes of Education; Preschool Children; Preschool Teachers + Suchen Sie Ihr Suchwort? Klassenführung; Readiness for school; School ability; Schulreife; Bewertung; Psychometry; Psychometrie; English as second language; English; Second Language; Englisch als Zweitsprache; Teacher student relationships; Lehrer-Schüler-Beziehung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Zweitsprachenerwerb; Bilingualismus; Quality of education; Bildungsqualität; Soziale Entwicklung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Vorhersage; Alphabetisierung; Schreib- und Lesefähigkeit; Lernleistung; Schulerfolg; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin
Abstract	With the rising number of Latino and dual language learner (DLL) children attending pre-k and the importance of assessing the quality of their experiences in those settings, this study examined the extent to which a commonly used assessment of teacher-child interactions, the Classroom Assessment Scoring System (CLASS), demonstrated similar psychometric properties in classrooms serving ethnically and linguistically diverse children as it does in other classrooms. Specifically, this study investigated: (1) whether CLASS observations of teacher-child interactions are organized in three domains across classrooms with varying ethnic and language compositions (measurement invariance) and (2) the extent to which CLASS-assessed teacher-child interactions (emotional support, classroom organization, and instructional support) predict children's social, math, and literacy outcomes equally well for Latino and DLL children (predictive validity). CLASS observations of teacher-child interactions were conducted in 721 state-funded pre-k classrooms across 11 states. Direct assessments and teacher ratings of social, math, and literacy outcomes were collected for four randomly selected children in each classroom. CLASS observations factored similarly across pre-k classrooms with different Latino and DLL compositions and predicted improvements in school readiness regardless of a child's Latino or DLL status. Results suggest CLASS functions equally well as an assessment of the quality of teacher-child interactions in pre-k settings regardless of the proportion of Latino children and/or the language diversity of the children in that setting. (Contains 5 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10