Research Findings: The present study examined the extent to which instructional practices, including curriculum, in pre-K through third grade are vertically aligned. Attention was directed to teachers' grouping practices, academic content, and pedagogical methods given their importance for students' learning. Variable- and person-centered analyses…

Research Findings: The present study used data from 117 publicly funded preschool classrooms within a large, diverse, suburban county to describe teacher practices and child engagement along with classroom activity settings and children's exposure to instructional content. Practice or Policy: Results from this investigation revealed that children…

Research Findings: We evaluated the fidelity of implementation and the sustainability of effects of a research-based model for scaling up educational interventions. The model was implemented by 64 teachers in 26 schools in 2 distal city districts serving low-resource communities, with schools randomly assigned to condition. Practice or Policy:…

Research Findings: This study examined the validity and reliability of the Classroom Assessment Scoring System (CLASS; R. C. Pianta, K. M. La Paro, & B. K. Hamre, 2008) in Finnish kindergartens. A pair of trained observers used the CLASS to observe 49 kindergarten teachers (47 female, 2 male) on two different days. Questionnaires measuring…

Research Findings: Assessment and accountability have been given prominent attention in the field of education in recent decades. Educators have been debating what assessment is, how it is practiced in school, and how it is used for accountability purposes. A case study was conducted of the assessment practices in a Hong Kong preschool to…