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#Classroom assessment scoring system indicators preschool software
#Classroom assessment scoring system indicators preschool series

This study examined the role of observed classroom quality in children's task-avoidant behavior and math skills in kindergarten. Findings are discussed in light of several hypotheses in the literature regarding the general pattern of small or null associations, including the psychometrics of commonly used quality measures and possible range restriction of quality indicators. Consistent with prior literature, we found small or null associations between quality predictors and children's outcomes and we found that some of these relationships were curvilinear.

Ours is the first such study within a program that has been shown to have small-to-large causal impacts on children's language, literacy, mathematics, executive function, and emotional development outcomes. Using data from a large urban prekindergarten program, we examined associations between children's receptive vocabulary and executive function skills and several indicators of classroom quality. In conclusion, these results can be used as a springboard to improve the quality of classroom interactions and change the teaching practices in order to support the successful education of children.ĭespite evidence that high-quality preschool programs have substantial, long-lasting impacts on young children's developmental outcomes, associations between preschool quality measures and children's cognitive outcomes within preschool programs are generally small or null. More specifically, several elements of the sub-dimensions related to "concept development" were not mentioned, and the sub-dimension "creation" never emerged in the teachers’ representations. Figure 1 shows that "concept development" yielded the lowest level of quality in observed measures, and it is also the dimension that was least mentioned by the teachers during the interviews.

#Classroom assessment scoring system indicators preschool software

The analysis of semi-structured interviews with the TAMS software report on occurrences related to the dimensions of CLASS emerging from the teachers’ representations. As previously observed in US studies (Center for Advanced Study of Teaching and Learning, 2013), descriptive analyses indicate that the quality of interactions in kindergartens is moderate (between 3 and 5), except for "concept development" which yields low results (M = 2.70, SD = 0.69 ). Consequently, the objectives of this research is 1) to evaluate the quality of the interactions in a 5-Year-Old kindergarten in Quebec (Canada) with the CLASS tool, in a francophone environment that differs from the US context 2) to examine how teachers perceive those interactions in the classroom in order to draw a parallel with observational data.ĭata were collected during the winter of 2014 in 12 classrooms of the Commission scolaire de la Capitale (Quebec) (N = 118 children). However, it is important to study these representations because they tend to influence the teaching practices (Ahn, 2005 McMullen et al., 2005 McMullen et al., 2006 Stipek et al., 1997 Wishard et al., 2003). Pakarinen et al., 2010), we currently know very little about how teachers define the quality of those interactions. While this tool is widely used in different studies worldwide (Mashburn et al., 2008. Participants can earn up to 10.5 PD hours by attending three facilitated online sessions and completing three online assignments.Classroom Assessment Scoring System (Pianta et al., 2008) is an observation tool to measure the quality of classroom interactions, a key element of academic success (Sabol et al., 2013).

foster language development for all children through effective interactions.

plan for and use instructional strategies that facilitate children’s use of their thinking and reasoning skills.

use interactions to improve the classroom climate and nurture children’s development of social and emotional skills.

recognize examples of high-quality interactions as outlined in the 3 domains of the CLASS Pre-K tool.

#Classroom assessment scoring system indicators preschool series

Participants who complete the series will increase their ability to: Teachers will learn effective strategies for supporting children’s development and learning. Each session will explore effective teaching practices and indicators of high quality interactions from the CLASS. This series is designed to help preschool teachers learn more about evidence-based practice that supports high-quality teacher-child interactions as defined in the Classroom Assessment Scoring System (CLASS). Up to 10.5 PD hours English Preschool and Pre-K Educators