Research also suggests that continued professional development and support for early childhood classroom teachers is needed generally to improve classroom quality and enhance children’s learning (Bogard et al., 2008 Lieber et al., 2009 Pianta, 2005, 2006 Pianta, Howes et al., 2005 Pianta, Mashburn, Downer, Hamre, & Justice, 2008). Recent research indicates that both instruction and teacher-child interactions may be predictors of child outcomes (Bogard, Traylor, & Takanishi, 2008 Chien et al., 2010) and that there is considerable variation in the quality of instruction and teacher-child interactions in classrooms (Curby et al., 2009 Howes et al., 2008 LoCasale-Crouch et al., 2007 Pianta, 2005, 2006 ). Consistent with their findings, the authors recommend that use of the Project Approach be combined with attention to behaviors emphasized in the CLASS to help teachers intentionally improve instructional quality in prekindergarten classrooms.Ī goal for prekindergarten education today is to maintain high expectations for all children, while closing what is often called “the school readiness gap” associated with socio-economic status. ![]() Higher Project Approach Fidelity scores predicted higher scores for the CLASS Emotional Support, Classroom Organization, and Instructional Support domains. The Project Approach Fidelity scores have positive predictive relationships to the CLASS domains. Linear regressions were used to investigate predictors of CLASS domain scores. This study examines the relationship between two measures: Classroom Assessment Scoring System (CLASS) and a Project Approach Fidelity form developed by the authors. The focus of this ongoing research is the effectiveness of coaching in improving the quality of teacher-child instructional interactions in Head Start classrooms. University of Missouri–Kansas City Abstract Sue Vartuli, Carol Bolz, and Catherine Wilson We use the population standard deviation because this data set includes all CLASS scores.A Learning Combination: Coaching with CLASS and the Project Approach There are two types of standard deviation (i.e., sample and population). Standard Deviation: a value that shows how much variation exists in a set of data. Median: the middle value, where half the scores are below this point and half are above it Mean: the average value, calculated by summing all scores and dividing by the number of scores ![]() National Distribution of Grantee-Level Domain Scores The following table and graphs provide additional information on how grantee-level domain scores are distributed nationally. *Note: To calculate the Emotional Support domain, subtract the Negative Climate score from 8, add the Positive Climate, Teacher Sensitivity, and Regard for Student Perspective scores, then divide by 4. Grantee-level dimension scores are averaged to produce grantee-level domain scores.* Previous large-scale studies of CLASS have shown that the average preschool classroom scores are higher in the domains of Emotional Support and Classroom Organization than in the domain of Instructional Support. National Grantee-Level Scores by Dimension
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