CHELLO: The Child/Home Environmental Language and Literacy Observation

Neuman, Susan B.; Koh, Serene; Dwyer, Julie

doi:10.1016/j.ecresq.2007.11.001

Cited by 33 publications

(17 citation statements)

References 31 publications

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“…A few observational measures of early childhood education settings are currently available (i.e., Danielson, 1996;Harms, Clifford, & Cryer, 1998;Neuman, Koh, & Dwyer, 2008;Smith, Dickinson, Sangeorge, & Anastasopoulos, 2002), among which is the Classroom Assessment Scoring System (CLASS; Pianta, La Paro, & Hamre, 2008), a commonly used measure of emotional, instructional, and organizational interactions. CLASS is a standardized observational measure of the quality of teacher-child interactions in the classroom (Pianta, La Paro, et al, 2008).…”

Section: Methods Instrumentmentioning

confidence: 99%

Occasions and the Reliability of Classroom Observations: Alternative Conceptualizations and Methods of Analysis

Meyer

Cash

Mashburn

2011

Educational Assessment

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Student-teacher interactions are dynamic relationships that change and evolve over the course of a school year. Measuring classroom quality through observations that focus on these interactions presents challenges when observations are conducted throughout the school year. Variability in observed scores could reflect true changes in the quality of student-teacher interaction or simply reflect measurement error. Classroom observation protocols should be designed to minimize measurement error while allowing measureable changes in the construct of interest. Treating occasions as fixed multivariate outcomes allows true changes to be separated from random measurement error. These outcomes may also be summarized through trend score composites to reflect different types of growth over the school year. We demonstrate the use of multivariate generalizability theory to estimate reliability for trend score composites, and we compare the results to traditional methods of analysis. Reliability estimates computed for average, linear, quadratic, and cubic trend scores from 118 classrooms participating in the MyTeachingPartner study indicate that universe scores account for between 57% and 88% of observed score variance.Classroom observation protocols produce direct measures of instructional quality and studentteacher interactions. Like other types of performance assessment, these measures are subject to multiple sources of measurement error such as the selection of scoring criteria, observer severity or leniency, and occasion of observation. The most problematic source of error to handle in observation protocol design is the occasion of observation. Classrooms are dynamic, complex settings, and the quality of student-teacher interactions will vary throughout the day and over the course of the school year. Variation among scores collected on multiple occasions may be attributable to real changes in the quality of student-teacher interactions or random measurement error. Differentiating the cause of score variation over time is a matter of observation protocol design and analysis. The purpose of this article is to describe approaches for conceptualizing the influence of occasions on scores and describe the use of Correspondence should be sent to Patrick Meyer, Curry

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Section: Methods Instrumentmentioning

confidence: 99%

Occasions and the Reliability of Classroom Observations: Alternative Conceptualizations and Methods of Analysis

Meyer

Cash

Mashburn

2011

Educational Assessment

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“…Young children will need a fairly extensive vocabulary before they enter formal schooling in order to successfully learn to read (Neuman et al 2008). Although story time programming varies between libraries, reading aloud, a mainstay of any story time, exposes young children to new vocabulary not typically encountered in everyday conversation (Bond and Wasik 2009) and provides them with opportunities to develop listening and other skills necessary for success in school.…”

Section: Discussionmentioning

confidence: 99%

24 Hours in the Children’s Section: An Observational Study at the Public Library

Becker

2011

Early Childhood Educ J

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The purpose of this study was to explore patronage and usage of the children's section of a public library. Patrons of the children's section of a public library in a small Northern Arizona city were observed for a total of 24 h over 12 sessions. Analytic induction was used to formulate categories based on field notes made during these observations. An observation of a story time session was also conducted. Data from an interview with a librarian was triangulated with observational data. In terms of patronage, the clear majority of parents/adult caregivers accompanying a child or children to the children's section were observed to be female and speaking English. In terms of usage, the following three categories of early learning were identified from the data: early literacy learning; learning how to use a library; and other developmentally appropriate learning. Study results offer insight into both the role of females in the intergenerational transmission of literacy and the rich learning young children experience at the library. At a time of library cutbacks and closures across the United States, this study speaks to the continued relevance of the children's section of the public library in providing free early learning experiences during the pivotal birth to five age range.

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“…Yetişkinlerin ve çocukların birlikte okuma etkinliği sürecinde sergiledikleri davranışlar ilgili literatür çerçevesinde geliştirilen "yapılandırılmış gözlem formu" kullanılarak kodlanmıştır. CHELLO (Neuman, Dwyer ve Koh, 2007), OMLİT-RAPT (Goodson, Layzer, Smith ve Rimdzius, 2006) ve CLEO (Holland-Coviello, 2005) araçlarındaki gözlem maddeleri incelenmiş ve yeniden gözlem maddeleri oluşturulmuştur.…”

Section: Tablo 1 çAlışma Grubu Ile Ilgili Demografik Bilgilerunclassified

Ebeveyn ve Öğretmenlerin Birlikte Hikâye Okuma Etkinliklerinin İncelenmesi

Erdoğan¹,

Atan²,

Asar³

et al. 2016

İlköğretim Online

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ÖZ. Araştırmanın amacı, anaokuluna devam eden 4-5 yaş çocuklarına evde ve okulda uygulanan birlikte okuma etkinliklerinin niteliğini belirlemektir. Betimsel araştırmaya Denizli ilinde ulaşılabilir örnekleme yöntemi ile seçilen 46 öğretmen ve 45 veli çalışmaya gönüllü olarak katılmışlardır. Araştırma verileri yapılandırılmış gözlem tekniği ile toplanmış, video ile kaydedilmiş ve verilerin kodlanması amacıyla "yapılandırılmış gözlem formu" kullanılmıştır. Bu formda, hikâye öncesi, hikâye sırasında ve hikâye sonrasında yetişkin ve çocuk davranışlarını kodlamaya yönelik gözlem maddeler yer almaktadır. Sonuç olarak ebeveyn ve öğretmenlerin birlikte okuma etkinliklerinin niteliği incelenmiş ve birlikte okuma tekniklerinde önemli farklılıklar bulunmuştur. Ayrıca çocukların ebeveynleri ile birlikte okuduklarında katılımının öğretmenler ile birlikte okuduklarına göre daha az olduğu saptanmıştır. Anahtar Sözcükler. Birlikte okuma, ebeveynle okuma, öğretmenle okuma, , hikâye okuma, okul öncesi eğitimi ABSTRACT. The purpose of the study is to examine the quality of shared reading activities applied to 4-5 year old children both at home and in school. Forty-six teachers and forty-five parents from Denizli, who were chosen by the convenience sampling method, participated voluntarily in this descriptive research study. Structured observation method was used to gather research data. Participant parents and teachers recorded their shared reading activities and "Structured observation form" was used to code video data. In this form, observation items used to code the behaviors of adults and children before, during and after the shared reading activities. As a result, the quality of teachers' and parents' shared reading activity was investigated and significant differences were observed. Additionally, the results of study showed that the participation of children when they shared the activity with their parents is less than their participation when they shared the activity with their teachers.

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CHELLO: The Child/Home Environmental Language and Literacy Observation

Cited by 33 publications

References 31 publications

Occasions and the Reliability of Classroom Observations: Alternative Conceptualizations and Methods of Analysis

Occasions and the Reliability of Classroom Observations: Alternative Conceptualizations and Methods of Analysis

24 Hours in the Children’s Section: An Observational Study at the Public Library

Ebeveyn ve Öğretmenlerin Birlikte Hikâye Okuma Etkinliklerinin İncelenmesi

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