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ERIC Number: EJ1045226
Record Type: Journal
Publication Date: 2014
Pages: 13
Abstractor: As Provided
Reference Count: 59
ISSN: EISSN-1524-5039
A Learning Combination: Coaching with CLASS and the Project Approach
Vartuli, Sue; Bolz, Carol; Wilson, Catherine
Early Childhood Research & Practice, v16 n1 Spr 2014
The focus of this ongoing research is the effectiveness of coaching in improving the quality of teacher-child instructional interactions in Head Start classrooms. This study examines the relationship between two measures: Classroom Assessment Scoring System (CLASS) and a Project Approach Fidelity form developed by the authors. Linear regressions were used to investigate predictors of CLASS domain scores. The Project Approach Fidelity scores have positive predictive relationships to the CLASS domains. Higher Project Approach Fidelity scores predicted higher scores for the CLASS Emotional Support, Classroom Organization, and Instructional Support domains. Consistent with their findings, the authors recommend that use of the Project Approach be combined with attention to behaviors emphasized in the CLASS to help teachers intentionally improve instructional quality in prekindergarten classrooms.
Clearinghouse on Early Education and Parenting, University of Illinois at Urbana-Champaign. 51 Gerty Drive, Champaign, IL 61820. Tel: 877-275-3227; Tel: 217-333-1386; Fax: 217-244-7732; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A