Multiple Approaches for Assessing Within-Day Stability in Teacher-Child Interactions

ABSTRACT

Research Findings: This study employed multiple approaches to examine the stability of teacher–child interaction quality in Chinese preschools. Teacher–child interaction quality was measured using the Classroom Assessment Scoring System (CLASS) on five observational cycles within a school day. Several different metrics of stability were examined: (1) standard deviation; (2) correlation; (3) measurement invariance; (4) mean-level change, and (5) state–trait framework. Overall, results suggested that children in Chinese classrooms experienced the same facets of quality as measured by the CLASS as has been found in other countries. Furthermore, results indicated consistent quality levels of Emotional Support and Classroom Organization, and relatively inconsistent quality levels of Instructional Support within a school day. Practice or Policy: Building on previous work, this study contributed to the field by enhancing our understanding related to the dynamics of within-day variability of teacher-child interaction quality. Chinese teachers could benefit from evidence-based professional development guided by the CLASS framework. Tools such as the CLASS could be used to guide teachers to improve their instructional interactions in both quality level and stability.

Acknowledgments

The study and the preparation of the manuscript was supported by the following grant entitled “The Impact of Early Childhood Education Quality on Preschool Children’s Development: A Longitudinal Study” (National Social Science Fund of China; No. BHA180133). The authors of this paper deeply appreciate the support.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. The equality constraints of Regard for Student Perspectives from the ES domain, Instructional Learning Formats from the CO domain, and Language Modeling from the IS domain were removed.

Additional information

Funding

This work was supported by the National Social Science Fund of China [BHA180133].