The DOI matches its Crossref record.
The Classroom Assessment Scoring System: Findings from the Prekindergarten Year
Abstract
Research on teacher-child relationships, classroom environments, and teaching practices provided the rationale for constructing a system for observing and assessing emotional and instructional elements of quality in early childhood educational environments: the Classroom Assessment Scoring System (CLASS). The CLASS provides a framework for observing key dimensions of classroom processes, such as emotional and instructional support, that contribute to quality of the classroom setting from preschool through third grade. This article provides information about the development, field testing, and use of this instrument in prekindergarten. Data from a national sample of 224 prekindergarten classrooms in 6 states are presented to provide reliability and validity information. The full range of the scale was used for the majority of ratings. Ratings reflected generally positive impressions of the classroom environment and teacher-child interactions. Factor scores from the CLASS were related to the Early Childhood Environmental Rating Scale (ECERS) total score and most strongly related to the ECERS interactions and language-reasoning subscales. Implications for policy and professional development from prekindergarten to third grade are discussed.
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Citations
Cited by
Raver, C. C., Jones, S. M., Li-Grining, C., Zhai, F., Bub, K., & Pressler, E. (2011) · Child Development · doi:10.1111/j.1467-8624.2010.01561.x · Cited by 754
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Flook, L., Goldberg, S. B., Pinger, L., Bonus, K., & Davidson, R. J. (2013) · Mind, Brain, and Education · doi:10.1111/mbe.12026 · Cited by 682
Educational effects of the Tools of the Mind curriculum: A randomized trial
Barnett, W. S., Jung, K., Yarosz, D. J., Thomas, J., Hornbeck, A., Stechuk, R., & Burns, S. (2008) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2008.03.001 · Cited by 559
Raver, C. C., Jones, S. M., Li-Grining, C., Zhai, F., Metzger, M. W., & Solomon, B. (2009) · Journal of Consulting and Clinical Psychology · doi:10.1037/a0015302 · Cited by 325
Social Relationships and School Readiness
Mashburn, A. J., & Pianta, R. C. (2006) · Early Education & Development · doi:10.1207/s15566935eed1701_7 · Cited by 312
Self-citationImproving classroom quality: Teacher influences and experimental impacts of the 4rs program
Brown, J. L., Jones, S. M., LaRusso, M. D., & Aber, J. L. (2010) · Journal of Educational Psychology · doi:10.1037/a0018160 · Cited by 267
An Argument Approach to Observation Protocol Validity
Bell, C. A., Gitomer, D. H., McCaffrey, D. F., Hamre, B. K., Pianta, R. C., & Qi, Y. (2012) · Educational Assessment · doi:10.1080/10627197.2012.715014 · Cited by 236
Self-citationDomitrovich, C. E., Gest, S. D., Gill, S., Bierman, K. L., Welsh, J. A., & Jones, D. (2009) · American Educational Research Journal · doi:10.3102/0002831208328089 · Cited by 234
“Each individual item is psychometrically reliable (see ICCs above) and summarizes a meaningful dimension of teaching quality derived from research (La Paro et al., 2004): for example, Raver et al. (2008) focused entirely on four individual “items” from the CLASS.”
BackgroundRivers, S. E., Brackett, M. A., Reyes, M. R., Elbertson, N. A., & Salovey, P. (2013) · Prevention Science · doi:10.1007/s11121-012-0305-2 · Cited by 200
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Loeb, S., Kalogrides, D., & Béteille, T. (2012) · Education Finance and Policy · doi:10.1162/edfp_a_00068 · Cited by 178
Phillips, D. A., Gormley, W. T., & Lowenstein, A. E. (2009) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2009.05.002 · Cited by 124
Wordless picture books boost preschoolers’ language production during shared reading
Chaparro-Moreno, L. J., Reali, F., & Maldonado-Carreño, C. (2017) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2017.03.001 · Cited by 88
Keppens, K., Consuegra, E., De Maeyer, S., & Vanderlinde, R. (2021) · Journal of Curriculum Studies · doi:10.1080/00220272.2021.1881167 · Cited by 41
Mintz, T. M., Hamre, B. K., & Hatfield, B. E. (2011) · Early Education and Development · doi:10.1080/10409289.2011.569317 · Cited by 25
Li-Grining, C. P., Raver, C. C., Jones-Lewis, D., Madison-Boyd, S., & Lennon, J. (2014) · Journal of Prevention & Intervention in the Community · doi:10.1080/10852352.2014.943639 · Cited by 18
Metadata
- Authors
- La Paro, K. M., Pianta, R. C., & Stuhlman, M.
- Venue
- The Elementary School Journal
- Publisher
- University of Chicago Press
- Published
- 2004-05
- Volume
- 104
- Issue
- 5
- Pages
- 409-426
- ISSN
- 0013-5984 (ISSN-L)
- 1554-8279
- OpenAlex
- W2153562051
- Cited by
- 650
- References
- 0
- FWCI
- 36.05
- Type
- journal article
- Language
- en
- Open access
- closed
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