1,341
Views
32
CrossRef citations to date
0
Altmetric
Articles

The reliability and structure of the Classroom Assessment Scoring System in German pre-schools

, &

References

  • Anders, Y. 2013. “Stichwort: Auswirkungen frühkindlicher institutioneller Betreuung und Bildung.” Zeitschrift für Erziehungswissenschaft 16 (2): 237–275. doi: 10.1007/s11618-013-0357-5
  • Anders, Y., H.-G. Roßbach, S. Weinert, S. Ebert, S. Kuger, S. Lehrl, and J. von Maurice. 2012. “Home and Preschool Learning Environments and their Relations to the Development of Early Numeracy Skills.” Early Childhood Research Quarterly 27 (2): 231–244. doi: 10.1016/j.ecresq.2011.08.003
  • Bronfenbrenner, U., and P. A. Morris. 2006. “The Bioecological Model of Human Development.” In Handbook of Child Psychology, Vol. 1: Theoretical Models of Human Development, edited by W. Damon and R. M. Lerner, 793–828. New York: Wiley.
  • Bundesministerium für Familie, Senioren, Frauen und Jugend. 2003. Auf den Anfang kommt es an! Perspektiven zur Weiterentwicklung des Systems der Tageseinrichtungen für Kinder in Deutschland. Weinheim: Beltz.
  • Burchinal, M. R., J. E. Roberts, R. Riggins, S. A. Zeisel, E. Neebe, and D. Bryant. 2000. “Relating Quality of Center-based Child Care to Early Cognitive and Language Development Longitudinally.” Child Development 71 (2): 339–357. doi: 10.1111/1467-8624.00149
  • Curby, T. W., J. LoCasale-Crouch, T. R. Konold, C. Howes, M. Burchinal, D. Bryant, R. Clifford, D. Early, and O. Barbarin. 2009. “The Relations of Observed Pre-K Classroom Quality Profiles to Children’s Achievement and Social Competence.” Early Education and Development 20 (2): 346–372. doi: 10.1080/10409280802581284
  • Downer, J. T., M. L. López, K. Grimm, A. Hamagami, R. C. Pianta, and C. Howes. 2012. “Observations of Teacher–child Interactions in Classrooms Serving Latinos and dual Language Learners: Applicability of the Classroom Assessment Scoring System in Diverse Settings.” Early Childhood Research Quarterly 27 (1): 21–32. doi: 10.1016/j.ecresq.2011.07.005
  • Downer, J. T., S. E. Rimm-Kaufman, and R. C. Pianta. 2007. “How do Classroom Conditions and Children’s Risk for School Problems Contribute to Children’s Behavioural Engagement in Learning?” School Psychology Review 36: 413–432.
  • Early, D. M., K. L. Maxwell, M. Burchinal, S. Alva, R. H. Bender, D. Bryant, K. Cai, et al. 2007. “Teachers’ Education, Classroom Quality, and Young Children’s Academic Skills: Results from Seven Studies of Preschool Programs.” Child Development 78 (2): 558–580. doi: 10.1111/j.1467-8624.2007.01014.x
  • Hamre, B. K., S. G. Goffin, and M. Kraft-Sayre. 2009. “Classroom Assessment Scoring System (CLASS). Implementation guide.” Measuring and improving classroom interactions in early childhood settings. http://www.teachstone.org/wp-content/uploads/2010/06/CLASSImplementationGuide.pdf.
  • Hamre, B. K., and R. C. Pianta. 2005. “Can Instructional and Emotional Support in the First-grade Classroom make a Difference for Children at Risk of School Failure?” Child Development 76 (5): 949–967. doi: 10.1111/j.1467-8624.2005.00889.x
  • Hamre, B. K., R. C. Pianta, A. J. Mashburn, and J. T. Downer. 2007. “Building a Science of Classrooms: Application of the CLASS Framework in over 4,000 U.S. Early Childhood and Elementary Classrooms.” http://www.icpsr.umich.edu/files/PREK3RD/resources/pdf/BuildingAScienceOfClassroomsPiantaHamre.pdf.
  • Harms, T., R. Clifford, and D. Cryer. 2004. Early Childhood Environment Rating Scale, Revised Edition. New York: Teachers College Press.
  • Howes, C., M. Burchinal, R. C. Pianta, D. Bryant, D. Early, R. Clifford, and O. Barbarin. 2008. “Ready to Learn? Children’s Pre-academic Achievement in Pre-Kindergarten Programs.” Early Childhood Research Quarterly 23: 27–50. doi: 10.1016/j.ecresq.2007.05.002
  • Hu, L. T., and P. N. Bentler. 1999. “Cutoff Criteria for Fit Indexes in Covariance Structure Analysis: Conventional Criteria versus New Alternatives.” Structural Equation Modeling: A Multidisciplinary Journal 6 (1): 1–55. doi: 10.1080/10705519909540118
  • Kammermeyer, G., S. Roux, and A. Stuck. 2011. “Additive Sprachförderung in Kindertagesstätten – Welche Sprachfördergruppen sind erfolgreich?” Empirische Pädagogik 25 (4): 439–461.
  • Katholische Erwachsenenbildung Rheinland-Pfalz - Landesarbeitsgemeinschaft e.V. für den Trägerverbund FIF. 2009. Sprache - Schlüssel zur Welt. Materialien zur Qualifizierung von Sprachförderkräften in Rheinland-Pfalz. Mainz: KEB.
  • König, A. 2009. “Observed Classroom Interaction Processes between Preschool Teacher and Children.” Journal of Educational and Child Psychology 26 (2): 53–65.
  • Kuger, S., and K. Kluczniok. 2008. “Prozessqualität im Kindergarten - Konzept, Umsetzung und Befunde.” Zeitschrift für Erziehungswissenschaft. Sonderheft 11/2008, 159–178.
  • Lohmar, B., and T. Eckhardt. 2013. The Education System in the Federal Republic of Germany 2011/2012. A Description of the Responsibilities, Structures and Developments in Education Policy for the Exchange of Information in Europe. Bonn: Secretariat of the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany. http://www.kmk.org/fileadmin/doc/Dokumentation/Bildungswesen_en_pdfs/dossier_en_ebook.pdf.
  • Mashburn, A. J., and R. C. Pianta. 2010. “Opportunity in Early Education: Improving Teacher-child Interactions and Child Outcomes.” In Childhood Programs and Practices in the First Decade of Life: A Human Capital Integration, edited by A. Reynolds, A. Rolnick, M. Englund, and J. Temple, 243–265. New York: Cambridge University Press.
  • Mashburn, A. J., R. C. Pianta, B. K. Hamre, J. T. Downer, O. A. Barbarin, D. Bryant, M. Burchinal, D. M. Early, and C. Howes. 2008. “Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills.” Child Development 79 (3): 732–749. doi: 10.1111/j.1467-8624.2008.01154.x
  • Moosbrugger, H., and A. Kelava. 2008. “Qualitätsanforderungen an einen psychologischen Test (Testgütekriterien).” In Testtheorie und Fragebogenkonstruktion, edited by H. Moosbrugger and A. Kelava, 7–26. Heidelberg: Springer.
  • Pakarinen, E., M.-K. Lerkkanen, A.-M. Poikkeus, N. Kiuru, M. Siekkinen, H. Rasku-Puttonen, and J.-E. Nurmi. 2010. “A Validation of the Classroom Assessment Scoring System in Finnish Kindergartens.” Early Education and Development 21 (1): 95–124. doi: 10.1080/10409280902858764
  • Peisner-Feinberg, E. S., M. R. Burchinal, R. M. Clifford, M. L. Culkin, C. Howes, S. L. Kagan, and N. Yazejian. 2001. “The Relation of Preschool Child-care Quality to Children’s Cognitive and Social Developmental Trajectories through Second Grade.” Child Development 72 (5): 1534–1553. doi: 10.1111/1467-8624.00364
  • Pianta, R. C., K. M. La Paro, and B. K. Hamre. 2008. Classroom Assessment Scoring System. Manual Pre-K. Baltimore, MD: Brookes.
  • Praetorius, A. K. 2014. Messung von Unterrichtsqualität durch Ratings. Münster: Waxmann.
  • Preissing, C., ed. 2003. Qualität im Situationsansatz. Qualitätskriterien und Materialien für die Qualitätsentwicklung in Kindertageseinrichtungen. Weiheim: Beltz.
  • Roßbach, H.-G. 2005. “Effekte qualitativ guter Betreuung, Bildung und Erziehung im frühen Kindesalter auf Kinder und ihre Familien.” In Bildung, Erziehung und Betreuung von Kindern unter sechs Jahren, edited by Sachverständigenkommission Zwölfter Kinder- und Jugendbericht, 55–174. München: DJI.
  • Roux, S. 2013. “Frühpädagogische Qualitätskonzepte.” In Handbuch Pädagogik der frühen Kindheit, edited by L. Fried and S. Roux, 129–139. Berlin: Cornelsen.
  • Roux, S., and W. Tietze. 2007. “Effekte und Sicherung von (Bildungs-) Qualität in Kindertageseinrichtungen.” Zeitschrift für Soziologie der Erziehung und Sozialisation 27: 367–384.
  • Sylva, K., E. Melhuish, P. Sammons, I. Siraj-Blatchford, and B. Taggart. 2004. “The Effective Provision of Pre-School Education (EPPE) Project: Final Report. A Longitudinal Study Funded by the DfES 1997-2004.” http://dera.ioe.ac.uk/18189/1/SSU-FR-2004-01.pdf.
  • Sylva, K., E. Melhuish, P. Sammons, I. Siraj-Blatchford, and B. Taggart. 2011. “Pre-school Quality and Educational Outcomes at Age 11: Low Quality has Little Benefit.” Journal of Early Childhood Research 9 (2): 109–124. doi: 10.1177/1476718X10387900
  • Sylva, K., P. Sammons, L. L. S. Chan, E. Melhuish, I. Siraj-Blatchford, and B. Taggart. 2013. “The Effects of Early Experiences at Home and Pre-school on Gains in English and Mathematics in Primary School: A Multilevel Study in England.” Zeitschrift für Erziehungswissenschaft 16 (2): 277–301. doi: 10.1007/s11618-013-0364-6
  • Tietze, W. 1987. “A Structural Model for the Evaluation of Preschool Effects.” Early Childhood Research Quarterly 2 (2): 133–153. doi: 10.1016/0885-2006(87)90040-8
  • Tietze, W., T. Meischner, R. Gänsfuß, K. Grenner, K.-M. Schuster, P. Völkel, and H.-G. Roßbach. 1998. Wie gut sind unsere Kindergärten? Eine empirische Untersuchung zur pädagogischen Qualität in deutschen Kindergärten. Neuwied: Luchterhand.
  • Tietze, W., H.-G. Roßbach, and K. Grenner. 2005. Kinder von 4 bis 8 Jahren. Zur Qualität der Erziehung in Bildung in Kindergarten, Grundschule und Familie. Weinheim: Beltz.
  • Tietze, W., K.-M. Schuster, K. Grenner, and H.-G. Roßbach. 2007. Kindergarten-Skala: (KES-R); Feststellung und Unterstützung pädagogischer Qualität in Kindergärten; deutsche Fassung der Early Childhood Environment Rating Scale - Revised Edition von Thelma Harms, Richard M. Clifford, Deborah Reid Cryer. 3rd ed. Berlin: Cornelsen Scriptor.
  • Ullman, J. B. 2006. “Structural equation modeling.” In Using Multivariate Statistics, edited by B. G. Tabachnick, and L. S. Fidell. 5th ed., 653–771. Boston, MA: Allyn & Bacon.
  • Wirtz, M., and M. Caspar. 2002. Beurteilerübereinstimmung und Beurteilerreliabilität: Methoden zur Bestimmung und Verbesserung der Zuverlässigkeit von Einschätzungen mittels Kategoriensystemen und Ratingskalen. Göttingen: Hogrefe.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.