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ERIC Number: ED544015
Record Type: Non-Journal
Publication Date: 2012-Jan-11
Pages: 2
Abstractor: As Provided
Reference Count: N/A
Measuring Teacher-Child Interactions in Linguistically Diverse Pre-K Classrooms. Research Brief
Downer, Jason T.; Lopez, Michael L.; Grimm, Kevin J.; Hamagami, Aki; Pianta, Robert C.; Howes, Carollee
National Center for Research on Early Childhood Education
Researchers investigated whether the Classroom Assessment Scoring System[TM] reliably characterized prekindergarten classrooms having varying ethnic and language compositions across the instrument's three domains (Emotional Support, Classroom Organization, and Instructional Support). They also examined whether the instrument predicted children's social, mathematics, and literacy outcomes equally well for Latino and dual language learner children as it does for their White, English-speaking peers. [A full report of this study may be found at Downer, J. T., Lopez, M. L., Grimm, K. J., Hamagami, A., Pianta, R. C., & Howes, C. (2012). Observations of teacher-child interactions in classrooms serving Latinos and dual language learners: Applicability of the Classroom Assessment Scoring System in diverse settings. "Early Childhood Research Quarterly." 27, 21-32 (EJ947499).]
National Center for Research on Early Childhood Education. 350 Old Ivy Way Suite 100, Charlottesville, VA 22903. Tel: 866-301-8278; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: National Center for Research on Early Childhood Education (NCRECE)
IES Funded: Yes
Grant or Contract Numbers: R305A060021