The Classroom Assessment Scoring System: Findings from the Prekindergarten Year

Paro, Karen M. La; Pianta, Robert C.; Stuhlman, Megan W.

doi:10.1086/499760

Cited by 476 publications

(303 citation statements)

References 29 publications

Supporting

Mentioning

269

Contrasting

Unclassified

Order By: Relevance

“…Along the 1 to 7 rating scale, 83% of the language lessons (30/36) received Language Modeling ratings that were within 1 point of each other, and 88% percent of the literacy lessons (14/16) received Literacy Focus ratings by the two observers that were within 1 point of each other. This level of agreement is comparable to the inter-rater reliability data reported for the other scales of the CLASS that have been used in large scale observational studies of preschool classrooms (see La Paro et al, 2004). …”

supporting

confidence: 83%

“…Instructional quality refers to dynamic features of the classroom, including how teachers provide socio-emotional support to students, manage the classroom, relate to students, and deliver instruction within the selected classroom curriculum (La Paro, Pianta, & Stuhlman, 2004; NICHD ECCRN, 2000). When estimating the impact of preschool programs on children's outcomes, instructional quality is characterized as a process variable that exerts a direct effect on child outcomes, whereas instructional environment and instructional curriculum are structural and intermediate variables that indirectly affect child outcomes (NICHD ECCRN, 2002).…”

Section: Nih-pa Author Manuscriptmentioning

confidence: 99%

“…All coders were trained on these scales using three videos master coded by scale developers. Prior to coding they took a reliability test of three additional segments on which they had to score within-1 of the master code on 80% of codes, following the same training procedures that have been used in at-scale studies utilizing the CLASS tool (e.g., La Paro et al, 2004). Coders entered their scores directly into two electronic scales connected to an online database.…”

mentioning

confidence: 99%

“…Studies that have examined the quality of language and literacy activities in preschool classrooms have shown these to be quite variable, including characteristics of teacher-child conversations and the way in which teachers read books with children during small-and large-group sessions (Dickinson & Sprague, 2002;Girolametto, Hoaken, Weitzman, & van Lieshout, 2000;Graue, Clements, Reynolds, & Niles, 2004;La Paro et al, 2004;McGill-Franzen, Lanford, & Adams, 2002). In general, ratings of preschool instruction are moderate to high when they focus on the general climate of the classroom or teacher sensitivity to students, but are low to mid range when looking at teachers' use of more explicit techniques that may promote children's concept and language development (Girolametto et al, 2000;Girolametto & Weitzman, 2002;La Paro et al, 2004). Meisels (2006) suggests that this variability results in part from the lack of a common metric for characterizing acceptable expertise in instruction among early childhood professionals (in contrast to, say, the medical profession) to which early childhood training programs would adhere.…”

mentioning

confidence: 99%

See 3 more Smart Citations

Quality of language and literacy instruction in preschool classrooms serving at-risk pupils

Justice

Mashburn

Hamre

et al. 2008

Early Childhood Research Quarterly

Self Cite

505

298

View full text Add to dashboard Cite

Policy-makers, administrators, researchers, and teachers are increasingly vested in ensuring the quality of preschool instruction, particularly in the areas of language and literacy. This research was conducted to characterize the quality of language and literacy instruction in 135 publiclyfunded preschool classrooms serving at-risk pupils. As all teachers in these classrooms were implementing the same language and literacy curriculum, we also studied the interrelationships among procedural fidelity to a prescribed curriculum and the quality of language and literacy instruction, determining whether procedural fidelity is associated or disassociated with quality instruction. Results showed that the quality of language and literacy instruction in classrooms was low, with few teachers delivering high quality instruction. Although teachers were able to implement a prescribed language and literacy curriculum with a high degree of procedural fidelity, this was not associated with quality instruction. Few structural characteristics of classrooms of teachers were systematically associated with quality of instruction. Findings have important implications for professional development of teachers by suggesting a need for a sustained and coherent focus on the process of instruction to elevate instructional quality in language and literacy.Two-thirds of 4-year-olds currently participate in early education programs, and this figure is growing annually in light of many state-level initiatives to expand enrollment or provide universal access to preschool for 4-year-old children (Barnett & Yarosz, 2004). Complementing these initiatives are movements to improve the quality of instruction within preschool programs, particularly in the area of language and literacy. As an example, the U.S. Department of Education's Early Reading First program provides funds to preschool programs to support their achievement of "excellence" in programming, particularly the provision of high-quality instruction in literacy and language through improved classroom print richness, professional development for staff, and implementation of scientificallybased curricula. The anticipated outcome of such proactive and prevention-oriented initiatives is that more children will enter school with the skills and competencies needed to succeed in early and later reading instruction.Educational-policy initiatives that seek to improve the quality of early education, particularly in the area of literacy and language instruction, are grounded in developmental theory and empirical evidence emphasizing the continuity between children's early literacy and language development and their later achievement of skilled reading (e.g., Catts, Fey, Zhang, & Tomblin, 2001;Lonigan, 2006;Storch & Whitehurst, 2002;Whitehurst & Lonigan, 1998). Evidence shows that children with well-developed language and literacy Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this ear...

show abstract

supporting

confidence: 83%

Section: Nih-pa Author Manuscriptmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

Quality of language and literacy instruction in preschool classrooms serving at-risk pupils

Justice

Mashburn

Hamre

et al. 2008

Early Childhood Research Quarterly

Self Cite

505

298

View full text Add to dashboard Cite

show abstract

“…One of the most widely used approaches is to classify teachers using observational tools where researchers record instances of specific behaviors established as representative of different interaction or instructional styles (Ciucci et al 2015;Howes and Smith 1995;Kontos and Wilcox-Herzog 1997;Mahoney et al 2004;Zinsser et al 2014). A widely used observational instrument in early childhood is the Classroom Assessment Scoring System (CLASS; La Paro et al 2004). This measure assesses teachers' interaction styles in three domains (emotional support, classroom organization, and instructional support) sub-divided into ten dimensions operationalized on a 7-point likert scale.…”

Section: The Need For Micro-level Analysismentioning

confidence: 99%

A Review of Reminiscing in Early Childhood Settings and Links to Sustained Shared Thinking

Neale

Pino-Pasternak

2016

Educ Psychol Rev

View full text Add to dashboard Cite

The importance of parent-child reminiscing for young children's social and cognitive development has been well established, but despite the increasing numbers of children attending formal early childhood settings such as nurseries and preschools, there has been surprisingly little research exploring educator-child reminiscing in these contexts. Furthermore, existing research into educator-child interaction in the early years has focused on the identification and categorization of explicit learning episodes, neglecting the potential significance of implicit learning and limiting our understanding of the dialogic mechanisms underpinning developmental change. Through a systematic review of evidence pertaining to the parent-child reminiscing literature and that of dialogic practices in early childhood, this paper argues that research into the role of reminiscing in early childhood settings, combined with the wider application of formalized, micro-level approaches to analyzing educator-child conversations, is needed to broaden our understanding of early child development and effective early childhood provision. We conclude by proposing a research agenda to investigate reminiscing and elaborative styles in early childhood settings which consists of three strands: description and taxonomy; individual differences; and links to child outcomes.

show abstract

From Research to Practice

2011

Minnesota Symposia on Child Psychology

View full text Add to dashboard Cite

The Classroom Assessment Scoring System: Findings from the Prekindergarten Year

Cited by 476 publications

References 29 publications

Quality of language and literacy instruction in preschool classrooms serving at-risk pupils

Quality of language and literacy instruction in preschool classrooms serving at-risk pupils

A Review of Reminiscing in Early Childhood Settings and Links to Sustained Shared Thinking

From Research to Practice

Contact Info

Product

Resources

About