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Problems in Classroom Engagement: Validation of an Assessment for District-Wide Use in the Early Primary Grades
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Barghaus, Katherine; Fantuzzo, John; LeBoeuf, Whitney; Henderson, Cassandra; Li, Feifei; McDermott, Paul – Early Education and Development, 2017
Research Findings: The aim of this study was to provide an initial investigation into the psychometric properties of the Problems in Classroom Engagement Scale (PCES). The PCES was designed and tested for district-wide use as part of the report card system for a large urban school district. The PCES was administered to all 1st-, 2nd-, and…
Descriptors: Classroom Environment, Learner Engagement, Program Validation, Psychometrics
An Emic, Mixed-Methods Approach to Defining and Measuring Positive Parenting among Low-Income Black Families
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McWayne, Christine M.; Mattis, Jacqueline S.; Green Wright, Linnie E.; Limlingan, Maria Cristina; Harris, Elise – Early Education and Development, 2017
Research Findings: This within-group exploratory sequential mixed-methods investigation sought to identify how ethnically diverse, urban-residing, low-income Black families conceptualize positive parenting. During the item development phase 119 primary caregivers from Head Start programs participated in focus groups and interviews. These…
Descriptors: Mixed Methods Research, Parenting Skills, Parenting Styles, Child Rearing
A Validation of the Classroom Assessment Scoring System in Finnish Kindergartens
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Pakarinen, Eija; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Kiuru, Noona; Siekkinen, Martti; Rasku-Puttonen, Helena; Nurmi, Jari-Erik – Early Education and Development, 2010
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…
Descriptors: Scoring, Factor Analysis, Kindergarten, Foreign Countries
The Process and Policy Challenges of Adapting and Implementing the Early Development Instrument in Australia
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Goldfeld, Sharon; Sayers, Mary; Brinkman, Sally; Silburn, Sven; Oberklaid, Frank – Early Education and Development, 2009
Research Findings: Australian state and federal governments have increasingly recognized early childhood as a critical period for investing in interventions. At the same time, a number of organizational, structural, and environmental responses have been put in place to build the capacity of communities to better support children and their…
Descriptors: Early Childhood Education, Foreign Countries, Psychometrics, Intervention
Formative Evaluation of the Early Development Instrument: Progress and Prospects
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Keating, Daniel P. – Early Education and Development, 2007
This article is a commentary for the special issue on the Early Development Instrument (EDI), a community tool to assess children's school readiness and developmental outcomes at a group level. The EDI is administered by kindergarten teachers, who assess their kindergarten students on 5 developmental domains: physical health and well-being, social…
Descriptors: School Readiness, Formative Evaluation, Kindergarten, Cognitive Development
Does the EDI Measure School Readiness in the Same Way across Different Groups of Children?
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Guhn, Martin; Gadermann, Anne; Zumbo, Bruno D. – Early Education and Development, 2007
The present study investigates whether the Early Development Instrument (Offord & Janus, 1999) measures school readiness similarly across different groups of children. We employ ordinal logistic regression to investigate differential item functioning, a method of examining measurement bias. For 40,000 children, our analysis compares groups…
Descriptors: School Readiness, Kindergarten, Child Development, Program Validation