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Widely used measures of classroom quality are largely unrelated to preschool skill development
Early Childhood Research Quarterly ( IF 3.815 ) Pub Date : 2022-01-12 , DOI: 10.1016/j.ecresq.2021.12.005
Meghan E. McDoniel 1 , Carrie Townley-Flores 1 , Michael J. Sulik 1 , Jelena Obradović 1
Affiliation  

Early childhood education programs invest in assessments of classroom quality to enable accountability and to enact efforts toward quality improvement. The Early Childhood Environment Rating System – Revised (ECERS-R) and Classroom Assessment Scoring System (CLASS) are 2 widely used classroom quality assessments that have inconsistently been linked to longitudinal change in preschoolers’ school-readiness skills. The current study examined how the ECERS-R and CLASS scores relate to changes in preschoolers’ skills and whether associations are stronger in the second half of the school year than across the whole school year. We used data from classrooms in the San Francisco Unified School District preschool program primarily serving low-income families; 164 classrooms were observed using the CLASS (N = 2327) and 131 classrooms were observed using ECERS-R (N = 1792). School readiness was assessed using teacher reports of cognitive, physical, self-regulation, social-emotional, verbal language, and written language development measured in the fall, winter, and spring and a direct assessment of children's letter awareness and pre-literacy skills measured in the fall and spring. Results showed that measures of classroom quality did not relate to children's skills in spring controlling for fall skills, while the ECERS-R Interactions was the only quality domain associated with all teacher-reported skills in spring controlling for winter scores. We provide recommendations to incorporate professional development, coaching, and assessment to improve classroom interactions and support child skills throughout the preschool year.



中文翻译:

广泛使用的课堂质量衡量标准与学前技能发展基本无关

幼儿教育计划投资于课堂质量评估,以实现问责制并努力提高质量。在早期的成长环境评分系统-修订版(ECERS-R)和课堂评分制(CLASS) 是 2 种广泛使用的课堂质量评估,它们与学龄前儿童入学准备技能的纵向变化不一致。目前的研究检查了 ECERS-R 和 CLASS 分数如何与学龄前儿童技能的变化相关,以及在学年下半年的关联是否比整个学年更强。我们使用了主要服务于低收入家庭的旧金山联合学区学前教育项目的教室数据;使用 CLASS 观察了 164 间教室(N  = 2327),使用 ECERS-R 观察了 131 间教室(N = 1792)。使用秋季、冬季和春季测量的认知、身体、自我调节、社会情感、口头语言和书面语言发展的教师报告以及对儿童的字母意识和识字前技能的直接评估来评估入学准备情况在秋季和春季。结果表明,课堂质量的测量与儿童春季控制秋季技能的技能无关,而 ECERS-R交互是与所有教师报告的春季技能控制冬季分数相关的唯一质量领域。我们提供建议,以整合专业发展、指导和评估,以改善整个学龄前儿童的课堂互动并支持儿童技能。

更新日期:2022-01-12
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