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Measuring teacher-child interactions in linguistically diverse pre-k classrooms

Description:
A summary of a test of the validity of the Classroom Assessment Scoring System (CLASS) for the prediction of academic outcomes and the measurement of social interactions in classrooms with varying compositions of English only and dual language learners, based on a secondary analysis of data collected in 721 prekindergarten classrooms in 11 states
Resource Type:
Fact Sheets & Briefs
Author(s):
Downer Jason T.; Lopez Michael; Grimm Kevin J.; Hamagami Aki; Pianta Robert C.; Howes Carollee
Publisher(s):
University of Virginia. Center for Advanced Study of Teaching and Learning
Funder(s):
Institute of Education Sciences (U.S.)
Country:
United States

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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.

Observations of teacher-child interactions in classrooms serving Latinos and dual language learners: Applicability of the Classroom Assessment Scoring System in diverse settings

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Observations of teacher-child interactions in classrooms serving Latinos and dual language learners: Applicability of the Classroom Assessment Scoring System in diverse settings

Reports & Papers
Observations of teacher-child interactions in classrooms serving Latinos and dual language learners: Applicability of the Classroom Assessment Scoring System in diverse settings
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