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Examining the Factor Structure of the Classroom Assessment Scoring System Toddler (CLASS-T) in Early Head Start and Subsidized Child Care Classrooms
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Bichay-Awadalla, Krystal; Bulotsky-Shearer, Rebecca J. – Early Education and Development, 2022
Research Findings: The Classroom Assessment Scoring System Toddler (CLASS-T) is one of the most commonly used measures to assess the quality of teacher-child interactions in toddler classrooms. Despite widespread use of the CLASS-T, few studies have examined the factor structure of the CLASS-T for use in Early Head Start (EHS) and subsidized child…
Descriptors: Factor Structure, Classroom Environment, Disadvantaged Youth, Preschool Education
A Bifactor Model of the "Classroom Assessment Scoring System" in Preschool and Early Intervention Classrooms in Singapore
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Ng, Ee Lynn; Bull, Rebecca; Bautista, Alfredo; Poon, Kenneth – International Journal of Early Childhood, 2021
The "Pre-K Classroom Assessment Scoring System" (CLASS) is commonly used to measure three domains of teacher-child interactional quality in preschool classrooms (Emotional Support, Classroom Organization, and Instructional Support). However, there is considerable debate regarding the validity of its three-domain factor structure and the…
Descriptors: Classroom Environment, Preschool Education, Early Intervention, Foreign Countries
Interaction Quality in German Early Childcare Settings: Investigating the Domains of CLASS Toddler and the Associations with Structural Characteristics
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Franka Baron; Anja Linberg; Simone Lehrl – Early Child Development and Care, 2023
The present study examines the quality and domains of teacher-toddler interactions and associations with structural characteristics using data from 95 German early childcare settings. The results of the confirmatory factor analysis supported a two-factor structure of interaction quality assessed by the CLASS Toddler: emotional and behavioural…
Descriptors: Classroom Environment, Foreign Countries, Toddlers, Teacher Student Relationship
Measuring Preschool Teachers' Social-Emotional Practices: A Comparison of Two Measures
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Rojas, Natalia M.; Mattera, Shira; Morris, Pamela; Raver, Cybele – Early Education and Development, 2022
Research Findings: Evidence suggests that teachers are effective at improving the social and emotional readiness of low-income children. However, few measures are available to assess teachers' use of specific social-emotional practices within their classrooms. This paper compares an observational measure of teachers' social-emotional practices,…
Descriptors: Preschool Teachers, Social Emotional Learning, Measures (Individuals), Comparative Analysis
Validity for the Assessing Classroom Sociocultural Equity Scale (ACSES) in Early Childhood Classrooms
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Curenton, Stephanie M.; Iruka, Iheoma U.; Humphries, Marisha; Jensen, Bryant; Durden, Tonia; Rochester, Shana E.; Sims, Jacqueline; Whittaker, Jessica V.; Kinzie, Mable B. – Early Education and Development, 2020
Research Findings: The purpose of this study was to refine and validate the Assessing Classroom Sociocultural Equity Scale (ACSES), an observation tool for measuring equitable sociocultural interactions in early childhood classrooms (pre-K to Grade 3) with racially minoritized learners (RMLs). Preliminary psychometric information from 142…
Descriptors: Observation, Measures (Individuals), Early Childhood Education, Minority Group Students
Evidence Regarding the Domains of the CLASS PreK in Head Start Classrooms
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Gordon, Rachel A.; Peng, Fang – Grantee Submission, 2020
The standard scoring of the CLASS PreK produces three domain scores that are widely used in research, practice and policy. Despite these domains being based on developmental theory and research, limited empirical evidence exists for the three-domain structure as operationalized in the CLASS PreK. Using the 2009 and 2014 Head Start Family and Child…
Descriptors: Preschool Education, Low Income Groups, Federal Programs, Factor Structure