ABSTRACT Measures of teaching are used internationally to understand and improve quality in early education with little consideration for ecological validity. In this study, we analyze videos gathered in 58 K-1 classrooms in Central Mexico to evaluate the validity and reliability of scores from an observational tool developed in the U.S. and used internationally: the Classroom Assessment Scoring System (CLASS). We use mixed methods to examine ecological validity to propose a revised, better-fitting three-factor solution of the CLASS in Mexico: Emotional Support (Positive Climate, Negative Climate), Social Relationships for Teaching (Teacher Sensitivity, Instructional Learning Formats, Behavior Management, Productivity), and Instructional Interactions (Regard for Student Perspectives, Concept Development, Quality of Feedback, Language Modeling). Generalizability study findings demonstrate moderate reliability across three sources of measurement error: raters, days, and video segments. These findings support the need for a ‘unified approach to validity’ to develop, adapt, and refine measures of teaching as a basis for enhancing teacher development and teaching quality in early education in Mexico and throughout Latin America.

中文翻译：

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K-1 墨西哥课堂课堂评估评分系统的生态分析

摘要 国际上使用教学措施来了解和提高早期教育质量，而很少考虑生态有效性。在这项研究中，我们分析了在墨西哥中部 58 个 K-1 教室收集的视频，以评估来自美国开发并在国际上使用的观察工具分数的有效性和可靠性：课堂评估评分系统 (CLASS)。我们使用混合方法来检查生态有效性，以提出一个修订的、更适合墨西哥 CLASS 的三因素解决方案：情感支持（积极气候、消极气候）、教学的社会关系（教师敏感性、教学形式、行为管理） 、生产力）和教学互动（关于学生观点、概念发展、反馈质量、语言建模）。概括性研究结果证明了三种测量误差来源的中等可靠性：评分者、天数和视频片段。这些发现支持需要一种“统一的有效性方法”来开发、调整和改进教学措施，作为提高墨西哥和整个拉丁美洲早期教育教师发展和教学质量的基础。