NotesFAQContact Us
Collection
Advanced
Search Tips
50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing all 6 results
Variation in Children's Classroom Engagement Throughout a Day in Preschool: Relations to Classroom and Child Factors
Peer reviewed Peer reviewed
Direct linkDirect link
Vitiello, Virginia E.; Booren, Leslie M.; Downer, Jason T.; Williford, Amanda P. – Early Childhood Research Quarterly, 2012
This study examined sources of variability in preschool children's positive and negative engagement with teachers, peers, and tasks, and how that variability was related to both classroom activity settings (e.g., teacher-structured time, outdoor time, transitions) and child factors (age, gender). Participants were 283 socioeconomically and…
Descriptors: Preschool Children, Parent Child Relationship, Early Childhood Education, Preschool Education
Observations of Teacher-Child Interactions in Classrooms Serving Latinos and Dual Language Learners: Applicability of the Classroom Assessment Scoring System in Diverse Settings
Peer reviewed Peer reviewed
Direct linkDirect link
Downer, Jason T.; Lopez, Michael L.; Grimm, Kevin J.; Hamagami, Aki; Pianta, Robert C.; Howes, Carollee – Early Childhood Research Quarterly, 2012
With the rising number of Latino and dual language learner (DLL) children attending pre-k and the importance of assessing the quality of their experiences in those settings, this study examined the extent to which a commonly used assessment of teacher-child interactions, the Classroom Assessment Scoring System (CLASS), demonstrated similar…
Descriptors: Classroom Techniques, School Readiness, Predictive Validity, Evaluation Methods
The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary Reliability and Validity of a System for Observing Preschoolers' Competence in Classroom Interactions
Peer reviewed Peer reviewed
Direct linkDirect link
Downer, Jason T.; Booren, Leslie M.; Lima, Olivia K.; Luckner, Amy E.; Pianta, Robert C. – Early Childhood Research Quarterly, 2010
This paper introduces the Individualized Classroom Assessment Scoring System (inCLASS), an observation tool that targets children's interactions in preschool classrooms with teachers, peers, and tasks. In particular, initial evidence is reported of the extent to which the inCLASS meets the following psychometric criteria: inter-rater reliability,…
Descriptors: Construct Validity, Validity, Interrater Reliability, Scoring
Implementation Fidelity of MyTeachingPartner Literacy and Language Activities: Association with Preschoolers' Language and Literacy Growth
Peer reviewed Peer reviewed
Direct linkDirect link
Hamre, Bridget K.; Justice, Laura M.; Pianta, Robert C.; Kilday, Carolyn; Sweeney, Beverly; Downer, Jason T.; Leach, Allison – Early Childhood Research Quarterly, 2010
There is surprisingly little empirical research examining issues of fidelity of implementation within the early childhood education literature. In the MyTeachingPartner project, 154 teachers were provided with materials to implement a supplemental classroom curriculum addressing six aspects of literacy and language development. The present study…
Descriptors: Literacy Education, Early Childhood Education, Emergent Literacy, Language Acquisition
Pre-Kindergarten Teachers' Use of Transition Practices and Children's Adjustment to Kindergarten
Peer reviewed Peer reviewed
Direct linkDirect link
LoCasale-Crouch, Jennifer; Mashburn, Andrew J.; Downer, Jason T.; Pianta, Robert C. – Early Childhood Research Quarterly, 2008
This study describes pre-kindergarten teachers' use of kindergarten transition practices and examined the extent to which these practices were associated with kindergarten teachers' judgments of children's social, self-regulatory, and academic skills upon their entry into kindergarten. Participants were 722 children from 214 pre-kindergarten…
Descriptors: School Readiness, Kindergarten, Interpersonal Competence, Transitional Programs
Effects of Web-Mediated Professional Development Resources on Teacher-Child Interactions in Pre-Kindergarten Classrooms
Peer reviewed Peer reviewed
Direct linkDirect link
Pianta, Robert C.; Mashburn, Andrew J.; Downer, Jason T.; Hamre, Bridget K.; Justice, Laura – Early Childhood Research Quarterly, 2008
As the workforce in state-funded pre-kindergarten programs continues to grow in the United States, the promise of these and other early education opportunities (e.g., Head Start) depends in large part on in-service professional development and training in key instructional and interaction skills. In this paper, we describe effects of…
Descriptors: Feedback (Response), Disadvantaged Youth, Professional Development, Preschool Education