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Early Education and Development Volume 31, 2020 - Issue 1
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Original Articles

Leveraging the Power of Observations: Locating the Sources of Error in the Individualized Classroom Assessment Scoring System

Kira J. CarbonneauDepartment of Educational Leadership Sport Sciences and Counseling and Educational Psychology, Washington State UniversityCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-4686-1290
ORCID Icon,
Dustin S. J. Van OrmanDepartment of Educational Leadership Sport Sciences and Counseling and Educational Psychology, Washington State UniversityCorrespondence[email protected]
,
Matthew E. Lemberger-TrueloveDepartment of Counseling and Higher Education, University of North TexasORCID Iconhttps://orcid.org/0000-0003-2386-8462
ORCID Icon &
David J. AtencioDepartment of Individual, Family, and Community Education, University of New Mexico
Pages 84-99 | Published online: 28 May 2019

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Molina Ramirez & Anja Linberg. (2022) Child-specific interaction quality at the first and last year of preschool and its relationship to preschool, child, and family characteristics – an empirical perspective using the inCLASS. Early Child Development and Care 192:12, pages 1886-1900.
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Ruben G. Fukkink. (2022) Exploring children’s well-being in daycare: how do children feel all day?. European Early Childhood Education Research Journal 30:5, pages 730-744.
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Articles from other publishers (2)

Robert C. Pianta, Daniel Lipscomb & Erik Ruzek. (2022) Indirect effects of coaching on pre-K students' engagement and literacy skill as a function of improved teacher–student interaction. Journal of School Psychology 91, pages 65-80.
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Katharina Kluczniok & Thilo Schmidt. (2021) Zur Bedeutung des pädagogischen Settings für die Interaktionsqualität von Kindern im Kindergarten. Frühe Bildung 10:4, pages 214-223.
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