Abstract
The Pre-K Classroom Assessment Scoring System (CLASS) is commonly used to measure three domains of teacher–child interactional quality in preschool classrooms (Emotional Support, Classroom Organization, and Instructional Support). However, there is considerable debate regarding the validity of its three-domain factor structure and the applicability of CLASS across different countries and educational settings. This study contributes to this debate with an investigation of the factor structure of the CLASS in Singapore, comparing the factor structure for preschool classrooms serving typically developing children (n = 184) and early intervention classrooms serving children who require early intervention support (n = 182). Bifactor measurement models were used to explore the dimensionality of the CLASS in these settings. A best-fitting bifactor model with one general (Responsive Teaching) and two specific factors (Proactive Management and Routines, Cognitive Facilitation) was a good fit for the overall data. Comparison of preschool and early intervention classrooms indicated partial metric invariance, suggesting that while the factor structure was equivalent across the different settings, the loadings on some dimensions differed between preschool and early intervention classrooms. Future research could examine how different aspects of interactions in different settings contribute to children’s learning.
Résumé
Le Classroom Assessment Scoring System (CLASS Pre-K), (Système de notation d’évaluation de la salle de classe) sert couramment à mesurer trois aspects de la qualité interactionnelle enseignant-enfant dans les classes préscolaires. Cependant, l’applicabilité culturelle de cette mesure dans divers pays et contextes éducatifs suscite un débat considérable. Des chercheurs remettent en question la validité du CLASS Pre-K et de sa structure factorielle à trois domaines. Cette étude réalisée à Singapour contribue à ce débat par un examen de la structure factorielle du CLASS Pre-K. Elle compare la structure factorielle de classes préscolaires (n = 184) accueillant essentiellement des enfants au développement typique et celle de classes d’intervention précoce accueillant des enfants ayant des besoins de développement (n = 182). Les analyses font appel à des modèles de mesure à deux facteurs afin d’explorer la dimensionnalité du CLASS Pre-K à Singapour. Le modèle le mieux ajusté, ayant un facteur de domaine général d’enseignement réactif, s’est avéré bien correspondre à l’ensemble des données. De plus, la comparaison entre classes du préscolaire et classes d’intervention précoce indique une invariance métrique partielle, ceci suggérant que, malgré une structure factorielle équivalente dans les différents contextes, les chargements sur certains indicateurs diffèrent entre classes du préscolaire et classes d’intervention précoce. Les recherches futures pourraient examiner comment différents aspects des interactions en classe émergent dans les différents contextes qui contribuent à l’apprentissage des enfants.
Resumen
El Sistema de Puntaje de Evaluación del Salón de Clase (CLASS Pre-K) es comúnmente utilizado para medir tres aspectos de la calidad de la interacción entre educador y niños en los salones de educación preescolar. Sin embargo, existe un debate considerable con respecto a la aplicación cultural de esta medida en diferentes países y contextos educativos. Los investigadores han cuestionado la validez del Sistema CLASS y su estructura factorial de tres dominios. El presente estudio realizado en Singapur contribuye a este debate en una investigación de la estructura factorial del sistema CLASS. Compara la estructura factorial de salones de clase preescolar (n = 184) que apoyan predominantemente a niños en etapa de desarrollo, con salones de clase de intervención temprana apoyando a niños con necesidades de desarrollo (n = 182). Los análisis utilizan modelos de medición bifactorial que exploran la dimensionalidad del Sistema CLASS en Singapur. Un modelo que se adapta mejor a un factor de dominio general de enseñanza sensible y adaptable resultó ser la mejor opción para la información general. Adicionalmente, la comparación de salones de clase de preescolar con los de intervención temprana indicó una ausencia parcial de variación métrica, lo cual sugiere que mientras la estructura factorial fue equivalente en todos los diversos contextos, cambios en algunos indicadores difirieron entre salones de preescolar y de intervención temprana. Futuras investigaciones podrían examinar la forma en que diferentes aspectos de interacciones en el salón de clase emergen en diferentes contextos y contribuyen al aprendizaje de los niños.
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Notes
This measure, the Classroom Assessment Scoring System Pre-K, is subsequently termed CLASS throughout this article.
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Ng, E.L., Bull, R., Bautista, A. et al. A Bifactor Model of the Classroom Assessment Scoring System in Preschool and Early Intervention Classrooms in Singapore. IJEC 53, 197–218 (2021). https://doi.org/10.1007/s13158-021-00292-w
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DOI: https://doi.org/10.1007/s13158-021-00292-w