Variations in Pre-Kindergarten Classroom Quality Ratings across the School Year: Observation Ratings from New York City’s Pre-K for All

Gandhi, Jill; Raver, C. Cybele; Morris, Pamela; Meyer, Lauren

doi:10.1080/10409289.2020.1829291

Cited by 7 publications

(4 citation statements)

References 40 publications

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“…We also found that whereas the quality in classrooms in the intervention groups increased on most quality dimensions, the quality of the teacher-child interactions in the control classrooms decreased over the course of the intervention period, strengthening the conclusion that the improvement in the quality of caregiver-child interactions was due to the Thrive by Three intervention. A few studies have studied the variance in CLASS scores through the course of a typical childcare year ( Buell et al, 2017 ; Gandhi et al, 2020 ) in pre-kindergarten classrooms. Although the results are somewhat inconclusive, CLASS scores are typically found to be lower in fall than spring, contrary to what was found in the control group in the present study.…”

Section: Discussionmentioning

confidence: 99%

Promoting the Quality of Teacher-Toddler Interactions: A Randomized Controlled Trial of “Thrive by Three” In-Service Professional Development in 187 Norwegian Toddler Classrooms

et al. 2021

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The effectiveness of the Thrive by Three intervention, a 10-month, multicomponent, in-service professional development model to promote the quality of caregiver-toddler interactions (i.e., process quality), was tested utilizing a clustered randomized controlled design. Eighty childcare centers with 187 toddler classrooms in Norway were randomly assigned to either the Thrive by Three intervention group (n=87) or a usual-activity wait list control group (n=100). Interactional quality was assessed with the Toddler version of the Classroom Assessment Scoring System (CLASS-Toddler) at three timepoints: pre-, mid-, and post-intervention. There were significant group differences in change in quality during the intervention period in both CLASS domains, Emotional and Behavioral Support (EBS), and Engaged Support for Learning (ESL), with greater overall differences in the ESL domain. Quality increased in the intervention groups, but quality decreased in the control group from baseline to post-intervention. There were significant group differences in quality at baseline. The Thrive by Three intervention had a positive effect on teacher-toddler interactions in both the EBS and ESL domains. Results need to be replicated preferably in more diverse samples.Clinical Trial Registration:ClinicalTrials.gov #NCT03879733.

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Section: Discussionmentioning

confidence: 99%

Promoting the Quality of Teacher-Toddler Interactions: A Randomized Controlled Trial of “Thrive by Three” In-Service Professional Development in 187 Norwegian Toddler Classrooms

et al. 2021

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“…Una evaluación de monitoreo de centros de cuidado infantil en EE.UU encontró un desempeño más bajo en los dominios de apoyo emocional y organización del aula en los centros observados a inicios del año escolar, que los observados en el último período del año escolar. No obstante, los dominios apoyo emocional e instruccional crecieron más durante el primer semestre que durante el segundo (Gandhi et al, 2020). Similarmente, Buell et al (2017) encontraron que la calidad de las interacciones medidas con CLASS son más bajas a inicios que a fines del año escolar, pero vuelven a disminuir al evaluar al inicio de un nuevo año escolar.…”

Section: Cambio De Calidad De Las Interacciones a Partir De Programas...unclassified

“…An evaluation of the monitoring in nursery schools in the United States found lower performance in the domains of emotional support and classroom organization in the schools observed at the beginning of the school year than those observed during the last period in the school year. However, the domains of emotional support and instructional support grew more during the first semester than the second (Gandhi et al, 2020). Similarly, Buell et al (2017) found that the quality of the interactions measured with CLASS was lower at the beginning than at the end of the school year, but that they declined once again when evaluated at the start of a new school year.…”

Section: Change In Interaction Quality Based On Professional Developm...mentioning

confidence: 99%

Change in early childhood classroom interaction quality after a professional development programme (Cambio en la calidad de las interacciones pedagógicas en Educación Infantil tras un programa de desarrollo profesional)

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2022

Journal for the Study of Education and Development: Infancia y

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The goal of this study was to analyse changes in classroom interaction quality in 85 early childhood classrooms in vulnerable social contexts in Santiago de Chile which participated in the first year of a professional development programme. Classroom interaction quality was measured using the Classroom Assessment Scoring System (CLASS) at the beginning and end of the school year. Contingency tables were built in the experimental and control groups and subsequently analysed with the chi-square and odds ratio. Results show that most classrooms maintained low quality levels, even after having received the intervention. A significant decrease in quality level of emotional support was also observed in the control group. These results have important implications for quality evaluation policy and practices and for the design and implementation of professional development programmes in early childhood education. RESUMENEste estudio tuvo como objetivo analizar el cambio en el nivel de calidad de interacciones en 85 aulas de nivel parvulario de contextos vulnerables de Santiago de Chile, participantes en el primer año de intervención de un programa de desarrollo profesional docente. La calidad de las interacciones fue medida utilizando el Classroom Assessment Scoring System (CLASS), a principio y a finales del año escolar. Se construyeron tablas de contingencia en el grupo control y experimental, que fueron analizadas utilizando chi-cuadrado y odds ratio. Los resultados arrojan que la mayoría de las aulas se mantuvieron en un bajo nivel de calidad, incluso aquellas que recibieron la intervención. Además, se observó una disminución significativa de calidad en apoyo emocional en el grupo control. Estos resultados tienen implicancias importantes para políticas y prácticas en la evaluación de calidad y en el diseño e implementación de programas de desarrollo profesional docente en Educación Infantil.

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“…We also found that whereas the quality in classrooms in the intervention groups increased on most quality dimensions, the quality of the teacher-child interactions in the control classrooms decreased over the course of the intervention period, strengthening the conclusion that the improvement in the quality of caregiverchild interactions was due to the Thrive by Three intervention. A few studies have studied the variance in CLASS scores through the course of a typical childcare year (Buell et al, 2017;Gandhi et al, 2020) in pre-kindergarten classrooms. Although the results are somewhat inconclusive, CLASS scores are typically found to be lower in fall than spring, contrary to what was found in the control group in the present study.…”

Section: Discussionmentioning

confidence: 99%

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Variations in Pre-Kindergarten Classroom Quality Ratings across the School Year: Observation Ratings from New York City’s Pre-K for All

Cited by 7 publications

References 40 publications

Promoting the Quality of Teacher-Toddler Interactions: A Randomized Controlled Trial of “Thrive by Three” In-Service Professional Development in 187 Norwegian Toddler Classrooms

Promoting the Quality of Teacher-Toddler Interactions: A Randomized Controlled Trial of “Thrive by Three” In-Service Professional Development in 187 Norwegian Toddler Classrooms

Change in early childhood classroom interaction quality after a professional development programme (Cambio en la calidad de las interacciones pedagógicas en Educación Infantil tras un programa de desarrollo profesional)

Data_Sheet_1.zip

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