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ERIC Number: EJ1120946
Record Type: Journal
Publication Date: 2016
Pages: 22
Abstractor: As Provided
ISSN: ISSN-1350-293X
The Reliability and Structure of the Classroom Assessment Scoring System in German Pre-Schools
Stuck, Andrea; Kammermeyer, Gisela; Roux, Susanna
European Early Childhood Education Research Journal, v24 n6 p873-894 2016
This study examined the reliability and structure of the Classroom Assessment Scoring System (CLASS; Pianta, R. C., K. M. La Paro, and B. K. Hamre. 2008. "Classroom Assessment Scoring System. Manual Pre-K." Baltimore, MD: Brookes) and the quality of interactional processes in a German pre-school setting, drawing on a sample of 390 children in 61 language promotion groups. Rater agreement, temporal stability, and internal consistency were used to describe the reliability. Confirmatory factor analysis was used to investigate the three-factor structure of CLASS with the domains: "Emotional Support," "Classroom Organization," and "Instructional Support." The analysis revealed that reliable assessments of the quality of classroom interactional processes could be achieved and that the three-factor structure could be modelled in a German pre-school setting. The examination of the quality of classroom interactional processes in these language promotion groups indicated that "Emotional Support" and "Classroom Organization" were excellent but that the quality of Instructional Support was very low. Consequences of this study were discussed.
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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
Identifiers - Location: Germany
Grant or Contract Numbers: N/A