Measuring Quality in Kindergarten Classrooms: Structural Analysis of the Classroom Assessment Scoring System (CLASS K–3).
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| Title: | Measuring Quality in Kindergarten Classrooms: Structural Analysis of the Classroom Assessment Scoring System (CLASS K–3). |
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| Authors: | Sandilos, LiaE.1 (AUTHOR) lia.sandilos@temple.edu, DiPerna, JamesC.2 (AUTHOR), The Family Life Project Key Investigators3 (AUTHOR) |
| Source: | Early Education & Development. Aug2014, Vol. 25 Issue 6, p894-914. 21p. |
| Subject Terms: | *Early childhood education research, *Kindergarten, *Federal government, *Teaching, *Classroom environment |
| Abstract: | Research Findings: The purpose of the current study was to evaluate the structural validity of scores on a measure of global classroom quality, the Classroom Assessment Scoring System (CLASS K–3; Pianta, La Paro, & Hamre, 2008). Using observational data from a sample of 417 kindergarten classrooms from the southern and mid-Atlantic regions of the United States, we used confirmatory factor analysis to examine the structural validity of the CLASS K–3. Factor analytic findings supported a 3-factor and 10-dimension structure for the CLASS K–3; however, some modifications were made to the original CLASS model. Practice or Policy: Although the overall structure of the CLASS has been generally consistent across validation studies, some facets of the model may be less stable than others. Additional examination of alternative factor structures is needed to further clarify the relationships among the CLASS dimensions and domains. Current psychometric evidence provides support for continued use of the CLASS to guide intervention, instruction, and professional development. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Education & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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