ABSTRACT

In this study, we examined American Indian and Alaska Native (AI/AN) Head Start directors’ perceptions of the Classroom Assessment Scoring System (CLASS) and critically examined those perceptions to provide insight into the cultural appropriateness of the CLASS in the AI/AN Head Start context. Based on qualitative data from 76 AI/AN Head Start administrators, our findings provide evidence that there are advantages and limitations in using the CLASS in AI/AN Head Start programs. While two of the three broad constructs measured by the CLASS fit well with the experiences of AI/AN early childhood education programs, our data provide evidence of cultural misalignment in the CLASS trainings, some of the CLASS behavioral markers, and the Instructional Support domain. Based upon our findings, we suggest further work be conducted to understand how to modify the instrument or create a new instrument to be better aligned with AI/AN Head Start classroom experiences.

摘要

在本研究中，我们检查了美洲印第安人和阿拉斯加土著人（AI / AN）领导干部对课堂评估评分系统（CLASS）的看法，并进行了严格审查，以深入了解CLASS在AI / AN中的文化适用性抢先开始上下文。根据来自76位AI / AN Head Start管理员的定性数据，我们的发现提供了证据，表明在CLASS AI / AN Head Start程序中使用CLASS既有优势也有其局限性。尽管CLASS衡量的三种主要结构中的两种非常适合AI / AN早期儿童教育计划的经验，但我们的数据提供了CLASS培训中文化错位，某些CLASS行为标志和教学支持领域的证据。根据我们的发现，