268
Views
1
CrossRef citations to date
0
Altmetric
Articles

Power and assessment: A genealogical analysis of the CLASS

&

References

  • Ainsworth, M. S., & Bowlby, J. (1991). An ethological approach to personality development. American Psychologist, 46(4), 333–341.
  • Bredekamp, S. (1987). Developmentally appropriate practice. Washington, DC: National Association for the Education of Young Children.
  • Bredekamp, S. (1991) Redeveloping early childhood education: A response to Kessler. Early Childhood Research Quarterly, 6(2), 199–209.
  • Brooker, L. (2011) Taking children seriously: An alternative agenda for research? Journal of Early Childhood Research, 9(2), 137–149.
  • Cannella, G. (1997). Deconstructing early childhood education: Social justice & revolution. New York, NY: Peter Lang.
  • Carr, M., (2001). Assessment in early childhood settings: Learning stories. London, UK: Paul Chapman.
  • Carr, M. & Lee, W. (2012). Learning stories: Constructing learner identities in early education. Los Angeles, CA: Sage.
  • Carrabine, J. (2001). Unmarried motherhood 1830–1990: A genealogical analysis. In M. Wetherell, S. Taylor, & S. Yates (Eds.) Discourse as data: A guide for analysis (pp. 267–310). London, UK: The Open University.
  • Chien, N. C., Howes, C., Burchinal, M., Pianta, R. C., Ritchie, S., Bryant, D. M., & Barbarin, O. A. (2010). Children's classroom engagement and school readiness gains in prekindergarten. Child Development, 81(5), 1534−1549.
  • Child Trends. (2010). Quality rating and improvement systems for early childhood care and education. Retrieved from https://www.childtrends.org/wp-content/uploads/2010/05/Child_Trends-2010_05_10_HL_QRIS.pdf
  • Children's Institute. (2015). T-CRS domains, reliability, and validity. Retrieved from https://www.childrensinstitute.net/services/assessment/TCRS-screening-tool/domains
  • Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice. Washington, DC: National Association for the Education of Young Children.
  • Corsaro, W. A. (2003). We're friends, right?: Inside kids' culture. Washington, DC: Joseph Henry Press..
  • Corsaro, W. A. (2005). The sociology of childhood (2nd ed). Thousand Oaks, CA: Sage.
  • Dyson, A. H. (1993). Social worlds of children learning to write in an urban primary school. New York, NY: Teachers College Press.
  • Early, D. M., Maxwell, K. L., Burchinal, M., Alva, S., Bender, R. H., Bryant, D., & Zill, N. (2007). Teachers' education, classroom quality, and young children's academic skills: Results from seven studies of preschool programs. Child Development, 78(2), 558–580.
  • Edwards, C., Gandini, L. & Forman, G. (2012). The hundred language of children: The Reggio Emilia experience in transformation (3rd ed). Santa Barbara, ZA: Praeger.
  • Foucault, M. (1977a). Discipline and punish: The birth of the prison. In A. Sheridan (Trans.). New York, NY: Pantheon.
  • Foucault, M. (1977b). Nietzsche, genealogy, history. In D. F. Bouchard (Ed.) Language, counter-memory, practice: Selected essays and interviews (pp. 139–164). Ithaca, NY: Cornell University Press.
  • Foucault, M. (1980). Power/knowledge: Selected interviews & other writings, 1972–1977. New York, NY: Pantheon.
  • Foucault, M. (1988). Politics, philosophy, culture. In L. D. Kritzman (Ed.). New York, NY: Routledge.
  • Foucault, M. (1991). The Foucault effect: Studies in governmentality. Chicago, IL: University of Chicago Press.
  • Genishi, C., & Dyson, A. H. (2009). Children, language, and literacy: Diverse learners in diverse times. New York, NY: Teachers College Press.
  • González, N., Moll, L. C., & Amanti, C. (Eds.). (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms. New York, NY: Routledge.
  • Graves, D. H., & Sunstein, B. S. (1992). Portfolio portraits. Portsmouth, NH: Heinemann.
  • Gutting, G. (1990). Foucault's genealogical method. Midwest Studies in Philosophy, 15, 327–343.
  • Hafen, C., Hamre, B., Allen, J., Bell, C., Gitomer, D., & Pianta, R. (2014). Teaching through interactions in secondary school classrooms: Revisiting the favor structure and practical application of the classroom assessment scoring system—Secondary. The Journal of Early Adolescence, 35(5–6), 651–680. doi:10.1177/0272431614537117
  • Hamre, B. K., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72(2), 625–638.
  • Hamre, B. K., Pianta, R. C., Burchinal, M., Field, S., LoCasale-Crouch, J., Downer, J. T., & Scott-Little, C. (2012). A course on effective teacher-child interactions effects on teacher beliefs, knowledge, and observed practice. American Educational Research Journal, 49(1), 88–123.
  • Hamre, B. K., Pianta, R. C., Mashburn, A. J., & Downer, J. T. (2007). Building a science of classrooms: Application of the CLASS framework in over 4,000 US early childhood and elementary classrooms. Foundations for Childhood Development, 30, 2008. Retrieved from https://www.fcd-us.org/building-a-science-of-classrooms-application-of-the-class-framework-in-over-4000-u-s-early-childhood-and-elementary-classrooms/
  • Haraway, D. (1991). Situated knowledges: The science question in feminism and the privilege of partial perspective in Simians. Cyborgs and women: The reinvention of partial perspectives. London, UK: Free Association Books Ltd.
  • Harms, T., Clifford, R. M., & Cryer, D. (1980). Early childhood environment rating scale. New York, NY: Teachers College Press.
  • Harwood, R. L., Miller, J. G., & Irizarry, N. L. (1995) Culture and attachment: Perception of the child in context. New York, NY: The Guildford Press.
  • Heydon, R., & Iannacci, L. (2009). Early childhood curricula and the de-pathologizing of children. Toronto, ON: University of Toronto Press.
  • Hightower, A. D., Work, W. C., Cowen, E. L., Lotyczewski, G. S., Spinell, A. P., Guard, J. C., & Rohrbeck, C. A. (1986). The teacher-child rating scale: A brief objective measure of elementary children's school problem behaviors and competencies. School Psychology Review, 15(3), 393–409.
  • Jamison, K. R., Cabell, S. Q., LoCasale-Crouch, J., Hamre, B. K., & Pianta, R. C. (2014). CLASS–Infant: An observational measure for assessing teacher–infant interactions in center-based child care. Early Education and Development, 25(4), 553–572.
  • Jipson, J. (1991). Developmentally appropriate practice: Culture, curriculum and connections. Early Education and Development, 2(2), 120–136.
  • Kessler, S. A. (1991a). Alternative perspectives on early childhood education. Early Childhood Research Quarterly, 6(2), 183–197.
  • Kessler, S. A. (1991b). Early childhood education as development: Critique of the metaphor. Early Education and Development, 2(2), 137–152.
  • Lahman, M. K. E. (2008). Always othered: Ethical research with children. Journal of Early Childhood Research, 6(3), 281–300.
  • LaParo, K. M., Pianta, R. C., & Stuhlman, M. (2004). The classroom assessment scoring system: Findings from the prekindergarten year. The Elementary School Journal, 104(5), 409–426.
  • Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. Newbury Park, CA: Sage.
  • Lindfors, J. W. (1999). Children's inquiry: Using language to make sense of the world. Language and literacy series. Williston, VT: Teachers College Press.
  • Lundy, L., Swadener, B. B., Habashi, J., & Cohen, N. B. (2013). Children's rights and education: International perspectives. New York, NY: Peter Lang.
  • MacNaughton, G. (2005). Doing Foucault in early childhood studies: Applying poststructural ideas. London, UK: Routledge.
  • Mallory, B., & New, R. (1994). Diversity and developmentally appropriate practice(s). New York, NY: Teachers College Press.
  • Mandell, L. M. (2001). Literacy development in the early years: Helping children read and write (4th ed.). Boston, MA: Allyn and Bacon.
  • Morrow, L. M. (2001). Literacy development in the early years. Needham Heights, MA: Allyn & Bacon.
  • Moss, P., & Dahlberg, G. (2008). Beyond quality in early childhood education and care—Languages of evaluation. New Zealand Journal of Teachers' Work, 5(1), 3–12.
  • National Institute for Child Health and Human Development Early Child Care Research Network. (1996). Characteristics of infant child care: Factors contributing to positive caregiving. Early Childhood Research Quarterly, 11, 296–306.
  • Peisner-Feinberg, E. S., & Burchinal, M. R. (1997). Relations between preschool children's child-care experiences and concurrent development: The cost, quality, and outcomes study. Merrill-Palmer Quarterly, 43(3), 451–477.
  • Pianta, R. C. (1991) STRS: Student-teacher relationship scale, professional manual. Lutz, FL: Psychological Assessment Resources, Inc.
  • Pianta, R. C. (1994). Patterns of relationships between children and kindergarten teachers. Journal of School Psychology, 32(1), 15–31.
  • Pianta, R. C. (1997). Adult–child relationship processes and early schooling. Early Education and Development, 8(1), 11–26.
  • Pianta, R. C., Burchinal, M., Jamil, F. M., Sabol, T., Grimm, K., Hamre, B. K., & Howes, C. (2014). A cross-lag analysis of longitudinal associations between preschool teachers' instructional support identification skills and observed behavior. Early Childhood Research Quarterly, 29(2), 144–154.
  • Pianta, R. C., DeCoster, J., Cabell, S., Burchinal, M., Hamre, B. K., Downer, J. … Howes, C. (2014). Dose–response relations between preschool teachers' exposure to components of professional development and increases in quality of their interactions with children. Early Childhood Research Quarterly, 29, 499–508.
  • Pianta, R. C., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D., & Barbarin, O. (2005). Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child-teacher interactions? Applied Developmental Science, 9(3), 144–159.
  • Pianta, R. C., LaParo, K., & Hamre, B. K. (2005). Classroom assessment scoring system (CLASS) manual, pre-k. Baltimore, MD: Paul H. Brookes.
  • Pianta, R. C., LaParo, K. M., Payne, C., Cox, M. J., & Bradley, R. (2002). The relation of kindergarten classroom environment to teacher, family, and school characteristics and child outcomes. The Elementary School Journal, 102(3), 225–238.
  • Pianta, R. C., & Nimetz, S. L. (1991). Relationships between children and teachers: Associations with classroom and home behavior. Journal of Applied Developmental Psychology, 12, 379–393.
  • Prout, A., & James, A. (Eds.). (1997). Constructing and reconstructing childhood: Contemporary issues in the sociological study of childhood. New York, NY: Routledge.
  • QRIS National Learning Network. (2015). QRIS state contacts & map. Retrieved from http://qrisnetwork.org/qris-state-contacts-map
  • Rogoff, B. (2003). The cultural nature of human development. Oxford, UK: Oxford University Press.
  • Stayton, D. J., & Ainsworth, M. D. S. (1973). Individual differences in infant responses to brief, everyday separations as related to other infant and maternal behaviors. Developmental Psychology, 9, 226–235.
  • Tamboukou, M. (1999). Writing genealogies: An exploration of Foucault’ strategies for doing research. Discourse: Studies in the Cultural Politics of Education, 20(2), 201–217.
  • Teachstone Training. (2011). Classroom assessment scoring system dimensions guide, Pre-K. Baltimore, MD: Brookes Publishing.
  • Thomson, D. (2005). Beyond the rhetoric of best interests of the child. Australian Journal of Professional and Applied Ethics, 7(2), 58–65.
  • van IJzendoorn, M. H., & Kroonenberg, P. M. (1988). Cross-cultural patterns of attachment: A meta-analysis of the strange situation. Child Development, 59(1), 147–156.
  • Vasquez, V. M. (2004). Negotiating critical literacies with young children. New York, NY: Routledge.
  • von Sucholdoltez, A., Fäsche, A., Gunzenhauser, C., & Hamre, B. K. (2014). A typical morning in preschool: Observations of teacher-child interactions in German preschools. Early Childhood Research Quarterly, 29, 509–519.
  • Vygotsky, L. (1978). Mind and society. Cambridge, MA: Harvard University Press.
  • Walsh, D. J. (1991). Extending the discourse on developmental appropriateness: A developmental perspective. Early Education and Development, 2(2), 109–119.
  • Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York, NY: Cambridge University Press.

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.