Null Relations between CLASS Scores and Gains in Children's Language, Math, and Executive Function Skills: A Replication and Extension Study

Autor/inn/en	Guerrero-Rosada, Paola; Weiland, Christina; McCormick, Meghan; Hsueh, JoAnn; Sachs, Jason; Snow, Catherine; Maier, Michelle
Titel	Null Relations between CLASS Scores and Gains in Children's Language, Math, and Executive Function Skills: A Replication and Extension Study
Quelle	54 (2021), S.1-12 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
Schlagwörter	Classroom Environment; Executive Function; Vocabulary Skills; Correlation; School Readiness; Scores; Language Skills; Preschool Education; Preschool Children; Numeracy; Educational Quality; Achievement Gains; Intelligence Tests; Verbal Ability; Language Tests; Spanish; Achievement Tests; Cognitive Tests; Short Term Memory; Mathematics Tests; English; Student Characteristics; Self Control; Massachusetts; Classroom Assessment Scoring System; Peabody Picture Vocabulary Test; Language Assessment Scales; Woodcock Johnson Tests of Achievement; Digit Span Test + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Aktiver Wortschatz; Korrelation; Readiness for school; School ability; Schulreife; Language skill; Sprachkompetenz; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Rechenkompetenz; Quality of education; Bildungsqualität; Achievement gain; Leistungssteigerung; Intelligence test; Intelligenztest; Mündliche Leistung; Language test; Sprachtest; Spanisch; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kognitiver Fähigkeitstest; Kurzzeitgedächtnis; English language; Englisch; Selbstbeherrschung; Master-Studiengang
Abstract	General measures of process quality are widely used in the early childhood education (ECE) field. However, the evidence regarding associations between the most widely used process quality measure, the Classroom Assessment Scoring System (CLASS; Pianta et al., 2008), and children's school readiness gains during the preschool year is mixed. Using data collected during the 2016-2017 school year, we replicate prior work from the 2009-2010 school year which analyzed associations between CLASS scores and children's gains in language and executive function during the year when children were enrolled in a high-quality public prekindergarten program (Weiland et al., 2013). Additionally, we extend prior work by examining gains in numeracy skills and heterogeneous associations by children's skills at preschool entry. Participants were teachers in 42 preschool classrooms and a random sample of 307 children. Across linear, quadratic, and spline models, we found that none of the CLASS domains were associated with children's gains in vocabulary and executive function skills. We found no evidence of moderation by child baseline skills. We discuss future directions for measuring and analyzing process quality in prekindergarten. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01