scholarly journals Variability in Preschool CLASS Scores and Children’s School Readiness

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110389
Author(s):  
Jennifer K. Finders ◽  
Adassa Budrevich ◽  
Robert J. Duncan ◽  
David J. Purpura ◽  
James Elicker ◽  
...  
Keyword(s):  
School Readiness ◽  
Emotional Support ◽  
Instructional Support ◽  
Classroom Quality ◽  
Observational Period ◽  
High Stakes ◽  
Classroom Organization ◽  
Low Incomes ◽  
Classroom Assessment Scoring System ◽  
Preschool Class

The Classroom Assessment Scoring System (CLASS) is a widely administered measure of classroom quality that assesses teacher-child interactions in the domains of Emotional Support, Classroom Organization, and Instructional Support. We use data from an evaluation of state-funded prekindergarten provided to 684 children from families with low incomes (Mage = 57.56 months, 48% female) to examine the extent to which CLASS scores vary over the course of an observational period within a single day and investigate whether this variability is related to children’s school readiness at the end of the preschool year, holding constant two additional measures of quality. Teacher-child interactions in all three domains were moderately stable. Mean Classroom Organization was positively related to math, and variability in Classroom Organization was negatively related to literacy. Mean Instructional Support was negatively associated with language. Findings have implications for programs that utilize the CLASS to make high-stakes decision and inform professional development.

The Instructional Challenge in Improving Teaching Quality: Lessons from a Classroom Observation Protocol

2014 ◽  
Vol 116 (6) ◽  
pp. 1-32
Author(s):  
Drew Gitomer ◽  
Courtney Bell ◽  
Yi Qi ◽  
Daniel Mccaffrey ◽  
Bridget K. Hamre ◽  
...  
Keyword(s):  
Teacher Evaluation ◽  
Emotional Support ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Classroom Observation ◽  
Instructional Support ◽  
Teaching Quality ◽  
Self Report ◽  
Classroom Organization ◽  
Observation Protocol

Background/Context Teacher evaluation is a major policy initiative intended to improve the quality of classroom instruction. This study documents a fundamental challenge to using teacher evaluation to improve teaching and learning. Purpose Using an observation instrument (CLASS-S), we evaluate evidence on different aspects of instructional practice in algebra classrooms to consider how much scores vary, how well observers are able to judge practice, and how well teachers are able to evaluate their own practice. Participants The study includes 82 Algebra I teachers in middle and high schools. Five observers completed almost all observations. Research Design Each classroom was observed 4–5 times over the school year. Each observation was coded and scored live and by video. All videos were coded by two independent observers, as were 36% of the live observations. Observers assigned scores to each of 10 dimensions. Observer scores were also compared with master coders for a subset of videos. Participating teachers also completed a self-report instrument (CLASS-T) to assess their own skills on dimensions of CLASS-S. Data Collection and Analysis For each lesson, data were aggregated into three domain scores, Emotional Support, Classroom Organization, and Instructional Support, and then averaged across lessons to create scores for each classroom. Findings/Results Classroom Observation scores fell in the high range of the protocol. Scores for Emotional Support were in the midlevel range, and the lowest scores were for Instructional Support. Scores for each domain were clustered in narrow ranges. Observers were more consistent over time and agreed more when judging Classroom Organization than the other two domains. Teacher ratings of their own strengths and weaknesses were positively related to observation scores for Classroom Organization and unrelated to observation scores for Instructional Support. Conclusions/Recommendations This study identifies a critical challenge for teacher evaluation policy if it is to improve teaching and learning. Aspects of teaching and learning in the observation protocol that appear most in need of improvement are those that are the hardest for observers to agree on, and teachers and external observers view most differently. Reliability is a marker of common understanding about important constructs and observation protocols are intended to provide a common language and structure to inform teaching practice. This study suggests the need to focus our efforts on the instructional and interactional aspects of classrooms through shared conversations and clear images of what teaching quality looks like.

scholarly journals Examination of the Quality of Interactions as Observed in Childcare Centers and Reported by Early Childhood Educators

SAGE Open ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. 215824402093291
Author(s):  
Stéphanie Duval ◽  
Caroline Bouchard ◽  
Lise Lemay ◽  
Gilles Cantin
Keyword(s):  
Early Childhood ◽  
Support Group ◽  
Emotional Support ◽  
Classroom Assessment ◽  
Instructional Support ◽  
Early Childhood Educators ◽  
Structured Interviews ◽  
Childcare Centers ◽  
Classroom Assessment Scoring System

This study aimed to describe the quality of interactions between early childhood educators (ECEs) and children, as observed in childcare centers and as reported by early childhood educators ( N = 15) working with 5 year-old children. To assess ECEs’ practices related to the quality of these interactions as observed in childcare centers (theories-in-use), the Classroom Assessment Scoring System (CLASS) was used. This tool is structured around three domains: emotional support, group organization, and instructional support. Semi-structured interviews were conducted with ECEs to collect data on their reported practices related to the quality of these interactions (espoused theories). The observational data showed that the quality of emotional support and group organization was average-to-high, and these domains were also most often referred to in the participants’ comments. On the contrary, the quality of instructional support was rated average-to-low. Correspondingly, this domain was not often referred to in the participants’ comments. These results are discussed in light of the tensions and gaps brought out between the ECEs’ theories-in-use and espoused theories and lead to recommendations for professional development aimed at improving the quality of ECE–child interactions in childcare centers and, in particular, the instructional support provided therein.

scholarly journals Enhancing the quality of teacher-child interactions in Singapore pre-school classrooms

2021 ◽  
Vol 2 (1) ◽  
pp. 58-68
Author(s):  
Nirmala Karuppiah
Keyword(s):  
Professional Development ◽  
Emotional Support ◽  
Exploratory Study ◽  
Classroom Assessment ◽  
School Teacher ◽  
Instructional Support ◽  
Government Policies ◽  
Classroom Assessment Scoring System ◽  
The U.S

This exploratory study was aimed primarily at developing baseline data on the quality of teacher-child interactions in Singapore pre-school classrooms. Data were collected through observations of teacher-child interactions in 80 pre-schools, using the Classroom Assessment Scoring System (CLASS) in the three key domains which are 1) Emotional Support, 2) Classroom Organisation, and 3) Instructional Support (Pianta, La Paro, & Hamre, 2008). It was found that the overall quality of teacher-child interactions in the Singapore pre-school classrooms was low to moderate, with Instruction Support being the lowest. This finding is similar to that found in studies conducted in many other countries including China and the U.S. (Slot, 2017). Possible reasons and explanations will be presented, and suggestions to improve or enhance the quality of teacher-child interactions will be proposed. This study has implications on pre-school teacher education and professional development as well as government policies and regulations for the Singapore pre-school sector.

How Should Fifth-Grade Mathematics Teachers Start the School Year? Relations between Teacher–Student Interactions and Mathematics Instruction over One Year

2018 ◽  
Vol 120 (6) ◽  
pp. 1-36
Author(s):  
Holland W. Banse ◽  
Natalia A. Palacios ◽  
Timothy W. Curby ◽  
Sara E. Rimm-Kaufman
Keyword(s):  
Emotional Support ◽  
Structural Equation ◽  
Instructional Support ◽  
Equation Model ◽  
Mathematical Discourse ◽  
Fifth Grade ◽  
Observation Data ◽  
Classroom Organization ◽  
School Year ◽  
Teacher Student

Background Teaching is comprised of interconnected practices. Some practices are domain neutral (DN), or independent of a content area. Examples of DN practices include emotional and instructional support and classroom organization. Others are domain specific (DS), or content dependent. Within a mathematics context, examples of DS practices include mathematical discourse, tasks, and coherent lessons. Purpose Using extant fifth-grade teacher observation data, we investigate the following questions: (1) Do quality DN practices at the start of a fifth-grade school year relate to higher DS practices at the end of the year? (2) Do early, quality DS practices relate to later, higher use of DN practices? Specifically, we investigate relations between emotional support and mathematical discourse, instructional support and mathematical tasks, and classroom organization and mathematical coherence. Research Design We use an autoregressive, cross-lagged structural equation model with three time points from a single academic year. Findings/Results Results indicated that early levels of high emotional support and classroom organization were associated with later high levels of mathematical discourse and coherence, respectively. Early implementation of demanding tasks was associated with later, higher instructional support. Recommendations We discuss implications for professional development and practice. Specifically, we suggest that teachers and instructional coaches consider how DN and DS practices relate to each other in order to boost teachers’ effectiveness.

scholarly journals Teacher Quality and Learning Outcomes in Kindergarten *

2016 ◽  
Vol 131 (3) ◽  
pp. 1415-1453 ◽  
Author(s):  
M. Caridad Araujo ◽  
Pedro Carneiro ◽  
Yyannú Cruz-Aguayo ◽  
Norbert Schady
Keyword(s):  
Standard Deviation ◽  
Teacher Quality ◽  
Test Scores ◽  
Kindergarten Students ◽  
Teacher Behaviors ◽  
Classroom Quality ◽  
Standard Deviation Increase ◽  
School Year ◽  
Classroom Effects ◽  
Classroom Assessment Scoring System

Abstract We assigned two cohorts of kindergarten students, totaling more than 24,000 children, to teachers within schools with a rule that is as good as random. We collected data on children at the beginning of the school year and applied 12 tests of math, language, and executive function (EF) at the end of the year. All teachers were filmed teaching for a full day, and the videos were coded using the Classroom Assessment Scoring System (or CLASS). We find substantial classroom effects: A 1 standard deviation increase in classroom quality results in 0.11, 0.11, and 0.07 standard deviation higher test scores in language, math, and EF, respectively. Teacher behaviors, as measured by the CLASS, are associated with higher test scores. Parents recognize better teachers, but do not change their behaviors appreciably to take account of differences in teacher quality.

scholarly journals Self-assessment of football referees on their educational influence on children aged 9–12 during a sports competition

2021 ◽  
Vol 93 (1) ◽  
pp. 38-48
Author(s):  
Katarzyna Płoszaj ◽  
Wiesław Firek
Keyword(s):  
Emotional Support ◽  
Instructional Support ◽  
Self Assessment ◽  
Psychological Issues ◽  
Self Assessments ◽  
Educational Interactions ◽  
Educational Potential ◽  
Educational Influence

Abstract Proper use of the educational potential of sports depends on the entities organizing children’s sports competitions (coaches, parents, referees). Particularly important is their awareness of the purposefulness and legitimacy of actions taken. Numerous studies have been devoted to the role of the coach and parents in providing children and young people with positive sporting experiences. In contrast, the referee has often been overlooked. The behavior of the referees during the match is also important for young players. Assuming that referee-player interactions have a major contribution to educational influence, the purpose of this study was to explore the opinions of soccer referees refereeing matches of children aged 9 to 12 years about their interactions with players in terms of emotional support, game organization, and instructional support. It was also decided to verify whether referees’ self-assessment of their educational function is influenced by experience. The research was conducted among 116 referees licensed by Mazovian Football Association who referee matches of children aged 9–12 years (Orliki and Młodziki categories) in the Masovian Voivodeship in Poland. To assess the referee-players educational interaction, a questionnaire survey was developed. These interactions are present in three domains: emotional support, game organization and instructional support. The results showed significant differences between referees’ self-assessments in the three domains. Referees rated their educational interactions with players higher in the domain of emotional support than the instructional support. Moreover, the results indicated that there was no differences in the referees’ self-assessment between the groups distinguished by more experienced in the domains of emotional support and game organization, while less experienced referees rated the quality of their educational interactions in the instructional support domain higher than those more experienced. The main conclusion of the research is the postulate to introduce pedagogical and psychological issues into the referee training.

scholarly journals Mapping Teaching Through Interactions and Pupils’ Learning in Mathematics

SAGE Open ◽  
2019 ◽  
Vol 9 (3) ◽  
pp. 215824401986148 ◽  
Author(s):  
Siv M. Gamlem
Keyword(s):  
National Curriculum ◽  
Teaching Quality ◽  
Classroom Organization ◽  
Instructional Content ◽  
Class Level ◽  
Before And After ◽  
Classroom Assessment Scoring System ◽  
Instructional Dialogue ◽  
Math Test ◽  
Positive Climate

The aim of the study is to map patterns of teaching quality through interactions in Mathematics lessons in lower secondary school classrooms. The sample is 10 ninth-grade classrooms in Norway (pupils’ age, 14-15 years). Reciprocal linkages between teaching through interactions in Mathematic lessons and pupils’ results on a standardized National Curriculum Mathematic Test, before and after observed lessons ( N = 115) over 7 months, are studied. To map quality of teacher–pupil interactions in classrooms, observations are video recorded and analyzed using Classroom Assessment Scoring System. Video analyses elicit that there is a variety in teacher–pupil interaction quality in the 10 classrooms concerning “emotional support,” “classroom organization,” and “instructional support.” The lowest quality is found for the dimensions “analysis and inquiry,” “instructional dialogue,” and “regard for adolescent perspectives,” which might preclude facilitation of cognitive and metacognitive strategies to enhance pupils’ learning and engagement in work with instructional content. Highest quality in teaching through interactions is found for the dimensions “behaviour management” and “productivity.” Analyses show that “positive climate” and “student engagement” both have strong effect sizes and are significant concerning pupils’ learning on class level when comparing classrooms with the highest and lowest improvement score on the standardized National Curriculum Math test over 7 months.

Emotional Bias in Classroom Observations: Within-Rater Positive Emotion Predicts Favorable Assessments of Classroom Quality

2016 ◽  
Vol 35 (3) ◽  
pp. 291-301 ◽  
Author(s):  
James L. Floman ◽  
Carolin Hagelskamp ◽  
Marc A. Brackett ◽  
Susan E. Rivers
Keyword(s):  
Professional Training ◽  
Positive Emotion ◽  
School Funding ◽  
Sixth Grade ◽  
Classroom Quality ◽  
Classroom Observations ◽  
High Stakes ◽  
Certification Testing ◽  
Research In Education ◽  
Emotional Bias

Classroom observations increasingly inform high-stakes decisions and research in education, including the allocation of school funding and the evaluation of school-based interventions. However, trends in rater scoring tendencies over time may undermine the reliability of classroom observations. Accordingly, the present investigations, grounded in social psychology research on emotion and judgment, propose that state emotion may constitute a source of psychological bias in raters’ classroom observations. In two studies, employing independent sets of raters and approximately 5,000 videotaped fifth- and sixth-grade classroom interactions, within-rater state positive emotion was associated with favorable ratings of classroom quality using the Classroom Assessment Scoring System (CLASS). Despite various protections enacted to secure reliable and valid observations in the face of rater trends—including professional training, certification testing, and routine calibration meetings—emotional bias still emerged. Study limitations and implications for classroom observation methodology are considered.

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