Assessing Quality in Toddler Classrooms Using the CLASS-Toddler and the ITERS-R

Paro, Karen M. La; Williamson, Amy; Hatfield, Bridget E.

doi:10.1080/10409289.2014.883586

Cited by 105 publications

(88 citation statements)

References 37 publications

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“…Then the five dimension scores were averaged, which resulted in a mean score on Emotional and Behavioral Support of 4.99 (SD = 0.44, range = 4.20-6.09, α = .79). This mean level is comparable to studies based in the United States using the CLASS Toddler (La Paro et al, 2014) or CLASS Pre-K (e.g., Burchinal, Vandergrift, Pianta, & Mashburn, 2010;Hamre, Hatfield, Pianta, & Jamil, 2014) Child Behavioral Self-Regulation…”

Section: Ece Quality-emotional and Behavioral Supportsupporting

confidence: 79%

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Teachers’ Emotional and Behavioral Support and Preschoolers’ Self-Regulation: Relations With Social and Emotional Skills During Play

Broekhuizen

Slot

Aken

et al. 2016

Early Education and Development

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Section: Ece Quality-emotional and Behavioral Supportsupporting

confidence: 79%

“…The CLASS Toddler comprises eight dimensions fitting two higher order domains: (a) Emotional and Behavioral Support and (b) Engaged Support for Learning (La Paro, Hamre, & Pianta, 2011;La Paro, Williamson, & Hatfield, 2014). Five research assistants were trained in the CLASS Toddler by a certified trainer.…”

Section: Ece Quality-emotional and Behavioral Supportmentioning

confidence: 99%

Teachers’ Emotional and Behavioral Support and Preschoolers’ Self-Regulation: Relations With Social and Emotional Skills During Play

Broekhuizen

Slot

Aken

et al. 2016

Early Education and Development

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“…CLASS is a common classroom observation measure used in ECE programs across states, and LDOE uses the assessments for both toddler and preschool classrooms. 3 Research suggests that CLASS scores are predictive of children's academic and social development (La Paro, Williamson, and Hatfield, 2014;Sabol et al, 2013). A research study of a 2014-2015 CLASS pilot in five Louisiana parishes indicated that higher CLASS total scores were predictive of pre-K children's developmental gains (Vitiello et al, 2016).…”

Section: Mandatesmentioning

confidence: 99%

Raising the Bar: Louisiana's Strategies for Improving Student Outcomes

Kaufman¹,

Cannon²,

Culbertson³

et al. 2018

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This document and trademark(s) contained herein are protected by law. This representation of RAND intellectual property is provided for noncommercial use only. Unauthorized posting of this publication online is prohibited. Permission is given to duplicate this document for personal use only, as long as it is unaltered and complete. Permission is required from RAND to reproduce, or reuse in another form, any of its research documents for commercial use. For information on reprint and linking permissions, please visit www.rand.org/pubs/permissions.The RAND Corporation is a research organization that develops solutions to public policy challenges to help make communities throughout the world safer and more secure, healthier and more prosperous. RAND is nonprofit, nonpartisan, and committed to the public interest.RAND's publications do not necessarily reflect the opinions of its research clients and sponsors.Support RAND Make a tax-deductible charitable contribution at www.rand.org/giving/contribute www.rand.org Library of Congress Cataloging-in-Publication Data is available for this publication.ISBN: 978-1-9774-0065-9 For more information on this publication, visit www.rand.org/t/RR2303Published by the RAND Corporation, Santa Monica, Calif. © Copyright 2018 RAND CorporationR® is a registered trademark. Cover: caption/source information.iii PrefaceThis report provides an in-depth description of Louisiana's approach to improving educational experiences and student outcomes. Louisiana has received recent attention for some of its new policies and promising early results. Thus, its approaches could merit closer study. As we document, Louisiana's most recent reforms have focused not only on K-12 academics but also on the systems that coexist and interact with K-12 academics, including teacher preparation, early childhood education, and graduation pathways. We particularly focus on the reform strategies that the Louisiana Department of Education (LDOE) has been implementing since 2012, when a new state superintendent of schools was appointed by the Louisiana Board of Elementary and Secondary Education. Since that time, LDOE has utilized a range of policy levers to work toward its goals. These policy levers include accountability but also emphasize resources, tools, and incentives intended to support and build capacity for accountability mandates. What is perhaps most notable about Louisiana's approach is the systematic, focused, and frequent communication and planning processes LDOE has set in motion to support its reform efforts.This overview of Louisiana's education reform strategies should be of interest to those seeking to keep track of the vast changes being made in the state, as well as education stakeholders in other states who are interested in making system-wide changes to affect educational outcomes. However, we have not yet collected any data on how Louisiana's strategies are being perceived and implemented by stakeholders at the ground level, such as teachers, school leaders, and child care agencies. In ad...

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“…While much of the research on ECEC has been on preschoolers, little empirical work has investigated classroom quality for toddlers, especially in Europe. Toddlerhood is a unique developmental period of rapid growth (La Paro, Williamson, Hatfield 2014). Neuroscience research has revealed the existence of sensitive periods in which the developing brain is susceptible to environmental influences (Shonkoff, Phillips 2000).…”

Section: How Teachers Organize the Day?mentioning

confidence: 99%

“…Neuroscience research has revealed the existence of sensitive periods in which the developing brain is susceptible to environmental influences (Shonkoff, Phillips 2000). For toddlers, an important part of the day is spent in routines and it is widely believed that responsive interactions during these settings are very important for learning (La Paro et al 2014). Understanding how much teachers provide similar levels across the day or elect specific moments for high-quality interactions remains an important research question.…”

Section: How Teachers Organize the Day?mentioning

confidence: 99%

QualityMatters: How and under what conditions does quality in early education and care matter? A study across four European countries

Cadima

2017

Nowis

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QualityMatters, an extension of a European Commission funded study, the CARE project, intends to examine whether the quality of teacher-child interactions varies as a function of particular classroom features (e.g., types of activities, content, and grouping), to answer the overarching question: how and under what conditions does quality in early education and care matter? Through a cross-cultural process-oriented approach, the researchers in QualityMatters will capitalize on the variation in the ECEC systems present in 4 European countries (Finland, Netherlands, Poland, Portugal) to examine the complex relations of teachers' choices regarding the activity and teacher-child interactions. The project will examine the extent to which children's classroom interactions with teachers vary across activity settings, while taking into consideration country specifications regarding structural regulations. While much of the ECEC research has examined process and structural quality as separated constructs, QualityMatters will look at aspects at the intersection of process and structure, likely to be relevant for child development and learning.

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Assessing Quality in Toddler Classrooms Using the CLASS-Toddler and the ITERS-R

Cited by 105 publications

References 37 publications

Teachers’ Emotional and Behavioral Support and Preschoolers’ Self-Regulation: Relations With Social and Emotional Skills During Play

Teachers’ Emotional and Behavioral Support and Preschoolers’ Self-Regulation: Relations With Social and Emotional Skills During Play

Raising the Bar: Louisiana's Strategies for Improving Student Outcomes

QualityMatters: How and under what conditions does quality in early education and care matter? A study across four European countries

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