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Individualized Classroom Assessment Scoring System
Resource Type:
Instruments
Alternative Title:
inCLASS
Journal Title:
Early Childhood Research Quarterly
Journal Notes:
In The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary reliability and validity of a system for observing preschoolers
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Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.
The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary reliability and validity of a system for observing preschoolers? competence in classroom interactions
Quality in early childhood care and education settings: A compendium of measures
The Foundations of Learning demonstration: Making preschool more productive: How classroom management training can help teachers
Using classroom management to improve preschoolers' social and emotional skills: Final impact and implementation findings from the Foundations of Learning demonstration in Newark and Chicago
Children's engagement within the preschool classroom and their development of self-regulation
Does a preschool social and emotional learning intervention pay off for classroom instruction and children's behavior and academic skills?: Evidence from the Foundations of Learning project
Relationship between peer social competence and academic readiness for Head Start children: A multi-method, multi-source measurement approach
Relations between social skills and language and literacy outcomes among disruptive preschoolers: Task engagement as a mediator
Using data-driven, video-based early childhood consultation with teachers to reduce children's challenging behaviors and improve engagement in preschool classrooms
Classroom context and years of teaching experience as predictors of misalignment on ratings of preschoolers' classroom engagement
Reducing child problem behaviors and improving teacher-child interactions and relationships: A randomized controlled trial of BEST in CLASS
Adapting assessments of child engagement to develop an early childhood consultation model
Adverse childhood experiences and children’s development in early care and education programs
Behavioral exchanges between teachers and children over the course of a typical preschool day: Testing bidirectional associations
Teacher and TA ratings of preschoolers' externalizing behavior: Agreement and associations with observed classroom behavior
Understanding how children's engagement and teachers' interactions combine to predict school readiness
Temperament and preschool children's peer interactions
Self-regulation and task engagement as predictors of emergent language and literacy skills
Profiles of classroom engagement in Head Start children: Associations with academic readiness
Impacts of Roots of Resilience professional development for early childhood teachers on young children’s protective factors
Observed quality of classroom peer engagement in a sample of preschoolers displaying disruptive behaviors
Understanding Banking Time implementation in a sample of preschool children who display early disruptive behaviors
Executive functions and approaches to learning: Relationships to school readiness in Head Start preschoolers
Reliability and validity of a measure of preschool teachers' attributions for disruptive behavior
Teacher-child emotion talk in preschool children displaying elevated externalizing behaviors
Preschoolers’ vocabulary skills and inhibitory control: The role of classroom engagement
How does inhibitory control predict emotion regulation in preschool? The role of individual children’s interactions with teachers and peers
Teacher and child factors associated with emotion talk between teachers and preschoolers displaying elevated externalizing behaviors
Preschool children’s engagement and school readiness skills: Exploring differences between Spanish-speaking dual language learners and monolingual English-speaking preschoolers
Exploring dyadic teacher–child interactions, emotional security, and task engagement in preschool children displaying externalizing behaviors
Context is key: Parasympathetic regulation in the classroom differentially predicts preschoolers’ socially competent behaviors
Teachers’ use of Spanish in the classroom: Implications for Hispanic Dual Language Learners’ classroom engagement
Examining individual children's peer engagement in pre-kindergarten classrooms: Relations with classroom-level teacher-child interaction quality
Making the invisible visible: Using a contextual measurement approach to identify children with social-emotional and behavioral needs in preschool classrooms
Preschool children’s observed interactions with teachers: Implications for understanding teacher-child relationships
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