Citations (32)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (7)
Wilfried Smidt & Eva-Maria Embacher. (2023) Examining the factorial validity of the Individualized Classroom Assessment Scoring System in preschools in Austria. International Journal of Early Years Education 31:3, pages 675-687.
Read now
Read now
Eija Pakarinen, Lars-Erik Malmberg, Anna-Maija Poikkeus, Martti Siekkinen & Marja-Kristiina Lerkkanen. (2023) Investigating applicability of ratings of indicators of the CLASS Pre-K instrument. International Journal of Research & Method in Education 46:3, pages 231-247.
Read now
Read now
Penny Levickis, Dan Cloney, Maude Roy-Vallières & Patricia Eadie. (2023) Associations of Specific Indicators of Adult–Child Interaction Quality and Child Language Outcomes: What Teaching Practices Influence Language?. Early Education and Development 0:0, pages 1-20.
Read now
Read now
Yvonne Reyhing & Sonja Perren. (2023) The Situation Matters! The Effects of Educator Self-Efficacy on Interaction Quality in Child Care. Journal of Research in Childhood Education 0:0, pages 1-16.
Read now
Read now
Katrin Wolstein, Jan-Henning Ehm, Svenja Peters & Christoph Mischo. (2021) Preschool teachers’ self-efficacy beliefs and interaction quality in the domain of instructional support – do professional vision competencies moderate this relation?. European Early Childhood Education Research Journal 29:4, pages 617-632.
Read now
Read now
Claire Blewitt, Heather Morris, Andrea Nolan, Kylie Jackson, Helen Barrett & Helen Skouteris. (2020) Strengthening the quality of educator-child interactions in early childhood education and care settings: a conceptual model to improve mental health outcomes for preschoolers. Early Child Development and Care 190:7, pages 991-1004.
Read now
Read now
Katharina Kohl, Lilly-Marlen Bihler, Jessica A. Willard, Alexandru Agache & Birgit Leyendecker. (2020) Linking Quantity and Quality of Early Childhood Education and Care to Children’s Socio-Emotional Adjustment: A German Cross-Sectional Study. Early Education and Development 31:2, pages 177-199.
Read now
Read now
Articles from other publishers (25)
Birgit Heppt, Sofie Henschel, Ilonca Hardy & Katrin Gabler. (2022) Instructional support in inquiry-based elementary school science classes: how does it relate to students’ science content knowledge and academic language proficiency?. European Journal of Psychology of Education 38:4, pages 1377-1401.
Crossref
Crossref
Lisa Karlsen, Veslemøy Rydland, Elisabet Solheim Buøen, Deborah Lowe Vandell & Ratib Lekhal. (2023) The factor structures of the Classroom Assessment Scoring System Pre-K and mature play observation tool in multi-ethnic Norwegian early childhood centers. Journal of Early Childhood Research.
Crossref
Crossref
Robert C. Pianta & Tara Hofkens. (2023) Defining early education quality using CLASS-observed teacher-student interaction. Frontiers in Psychology 14.
Crossref
Crossref
Kathrin Kohake, Alfred Richartz & Jessica Maier. (2022) Measuring pedagogical quality in children’s sports: validity and reliability of the classroom assessment scoring system K–3 in extracurricular sports trainingPädagogische Qualität im Kindersport messen: Validität und Reliabilität des Classroom Assessment Scoring Systems K–3 im außerschulischen sportlichen Training. German Journal of Exercise and Sport Research 53:1, pages 47-58.
Crossref
Crossref
Christoph Mischo, Katrin Wolstein & Svenja Peters. (2023) Professionelle Wahrnehmung und Fachkraft-Kind-Interaktion von KiTa-Fachkräften. Zeitschrift für Pädagogische Psychologie 37:1-2, pages 72-86.
Crossref
Crossref
Tara Hofkens, Robert C. Pianta & Bridget Hamre. 2023. Effective Teaching Around the World. Effective Teaching Around the World
399
422
.
Johanna Lieb, Yvonne Reyhing & Sonja Perren. (2022) Der Zusammenhang von Interaktionsqualität mit dem Lern- und Sozialverhalten in der Kita. Lernen und Lernstörungen 11:2, pages 79-89.
Crossref
Crossref
Svenja Peters, Jan-Henning Ehm, Katrin Wolstein & Christoph Mischo. (2022) Profiles of German early childhood teachers’ pedagogical content beliefs and the relation to their competencies. Early Childhood Research Quarterly 58, pages 47-58.
Crossref
Crossref
Maude Roy-Vallières, Nathalie Bigras, Annie Charron, Caroline Bouchard, Andréanne Gagné & Philippe Dessus. (2021) Profiles of teacher–child interaction quality in groups of 3-year-old children in Quebec and France. SN Social Sciences 1:11.
Crossref
Crossref
Ee Lynn Ng, Rebecca Bull, Alfredo Bautista & Kenneth Poon. (2021) A Bifactor Model of the Classroom Assessment Scoring System in Preschool and Early Intervention Classrooms in Singapore. International Journal of Early Childhood 53:2, pages 197-218.
Crossref
Crossref
M. Lisyany, I. Govbakh, L. Belska, O. Tsupykov & A. Palamarova. (2021) The effects of the conditioned medium of fetal neural cell culture on the apoptosis in the rat brain after traumatic brain injury. Cell and Organ Transplantology 9:1.
Crossref
Crossref
Svenja Peters, Katrin Wolstein, Christoph Mischo & Jan-Henning Ehm. (2020) Wissen, Wissensorientierung und die Qualität von Fachkraft-Kind-Interaktionen: Eine Analyse ihrer ZusammenhängeKnowledge, orientation to knowledge and quality of interaction of early childhood teachers and children: an analysis of their relationships. Zeitschrift für Erziehungswissenschaft 23:6, pages 1227-1250.
Crossref
Crossref
Noémie Montminy, Stéphanie Duval & Caroline Bouchard. (2020) Le lien entre les habiletés d'autorégulation observées chez l'enfant âgé de 5 ans et la qualité des interactions en classe d’éducation préscolaire. Neuroeducation 6:1, pages 6-23.
Crossref
Crossref
Emily C. Hanno, Kathryn E. Gonzalez, Rebecca Blazar Lebowitz, Dana Charles McCoy, Armida Lizárraga & Camilla Korder Fort. (2020) Structural and process quality features in Peruvian early childhood education settings. Journal of Applied Developmental Psychology 67, pages 101105.
Crossref
Crossref
Claire Blewitt, Amanda O’Connor, Heather Morris, Aya Mousa, Heidi Bergmeier, Andrea Nolan, Kylie Jackson, Helen Barrett & Helen Skouteris. (2020) Do Curriculum-Based Social and Emotional Learning Programs in Early Childhood Education and Care Strengthen Teacher Outcomes? A Systematic Literature Review. International Journal of Environmental Research and Public Health 17:3, pages 1049.
Crossref
Crossref
Claire Blewitt, Heather Morris, Kylie Jackson, Helen Barrett, Heidi Bergmeier, Amanda O’Connor, Aya Mousa, Andrea Nolan & Helen Skouteris. (2020) Integrating Health and Educational Perspectives to Promote Preschoolers’ Social and Emotional Learning: Development of a Multi-Faceted Program Using an Intervention Mapping Approach. International Journal of Environmental Research and Public Health 17:2, pages 575.
Crossref
Crossref
Johanna Quiring & Franziska Vogt. 2020. Migration, Religion and Early Childhood Education. Migration, Religion and Early Childhood Education
3
22
.
Anja Leber, Gisela Kammermeyer & Susanna Roux. 2020. Evidenzbasierte Überprüfung von Sprachförderkonzepten im Elementarbereich. Evidenzbasierte Überprüfung von Sprachförderkonzepten im Elementarbereich
101
125
.
Katharina Kohl, Jessica A. Willard, Alexandru Agache, Lilly-Marlen Bihler & Birgit Leyendecker. (2019) Classroom Quality, Classroom Composition, and Age at Entry: Experiences in Early Childhood Education and Care and Single and Dual Language Learners’ German Vocabulary. AERA Open 5:1, pages 233285841983251.
Crossref
Crossref
Thilo Schmidt, Wilfried Smidt, Katharina Kluczniok & Magdalena Riedmeier. (2018) Interaktionsqualität in Kindertageseinrichtungen – Eine vergleichende Betrachtung standardisierter gruppen- und zielkindbezogener Erhebungsverfahren. Diskurs Kindheits- und Jugendforschung / Discourse Journal of Childhood and Adolescence Research 13:4-2018, pages 459-476.
Crossref
Crossref
Lilly-Marlen Bihler, Alexandru Agache, Katharina Kohl, Jessica A. Willard & Birgit Leyendecker. (2018) Factor Analysis of the Classroom Assessment Scoring System Replicates the Three Domain Structure and Reveals no Support for the Bifactor Model in German Preschools. Frontiers in Psychology 9.
Crossref
Crossref
Lilly-Marlen Bihler, Alexandru Agache, Katja Schneller, Jessica A. Willard & Birgit Leyendecker. (2018) Expressive Morphological Skills of Dual Language Learning and Monolingual German Children: Exploring Links to Duration of Preschool Attendance, Classroom Quality, and Classroom Composition. Frontiers in Psychology 9.
Crossref
Crossref
Daniela Mayer & Kathrin Beckh. (2018) Erfassung pädagogischer Qualität in Kindertageseinrichtungen. Frühe Bildung 7:2, pages 67-76.
Crossref
Crossref
Nathalie Bigras, Julie Lemire & Joell Eryasa. (2017) Comparaison d’instruments d’observation de la qualité de services éducatifs de la petite enfance. Les dossiers des sciences de l'éducation:37, pages 35-51.
Crossref
Crossref
Lise Lemay, Joanne Lehrer & Marlyne Naud. (2017) Le CLASS pour mesurer la qualité des interactions en contextes culturels variés. Les dossiers des sciences de l'éducation:37, pages 15-34.
Crossref
Crossref