Factors affecting variance in Classroom Assessment Scoring System scores: season, context, and classroom composition
| Autor: | Myae Han, Carol Vukelich, Martha J. Buell |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
Early childhood education
Class (computer programming) Social Psychology media_common.quotation_subject education 05 social sciences Professional development 050301 education Context (language use) Variance (accounting) Affect (psychology) Pediatrics Developmental psychology Developmental and Educational Psychology Mathematics education 0501 psychology and cognitive sciences Quality (business) Faculty development Psychology 0503 education 050104 developmental & child psychology media_common |
| Zdroj: | Early Child Development and Care. 187:1635-1648 |
| ISSN: | 1476-8275 0300-4430 |
| DOI: | 10.1080/03004430.2016.1178245 |
| Popis: | Early care and education programme quality is usually assessed at the classroom level. One such measure of classroom quality is the classroom assessment scoring system (CLASS). In an effort to ensure higher quality programming, the CLASS is being used to direct teacher professional development. However, there has been relatively little research on environmental features that lead to differences in CLASS scores. As the CLASS becomes a regulatory tool, more research is needed on factors that can affect CLASS scores. In this quasi-experimental, descriptive study, we compare CLASS scores over the course of three years. Our data indicate patterns of seasonal fluctuation with rising scores fall to spring, but the scores revert to lower levels in the subsequent fall. We also found a relationship between CLASS scores and the proportion of boys in a classroom. These findings call for additional exploration of the factors that influence preschool CLASS scores. |
| Databáze: | OpenAIRE |
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