The classroom assessment scoring system: Findings from the prekindergarten year

Elementary School Journal

Volumn 104, Issue 4, 2004, Pages 409-426

  La Paro, Karen M ^a,b   Pianta, Robert C ^a   Stuhlman, Megan ^a  

^a UNIVERSITY OF VIRGINIA   (United States)

^b UNIVERSITY OF NORTH CAROLINA AT GREENSBORO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 3042545772     PISSN: 00135984     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (58)

1. Abbot-Shim, M., Sibley, A., & Neel, J. (1992). Assessment Profile for Early Childhood Programs: Preschool, Infant, School-Age. Atlanta: Quality Assist.
2. Adams, R. S. (1972). Observational studies of teacher role. International Review of Education, 18, 440-459.
3. Amidon, E., & Hunter, E. (1967). Improving teaching: The analysis of classroom verbal interaction. New York: Holt, Rinehart, & Winston.
4. Arnett, J. (1989). Caregivers in day-care centers: Does training matter? Journal of Applied Developmental Psychology, 10, 541-552.
5. Barr, R., & Dreeban, R. (1983). How schools work. Chicago: University of Chicago Press.
6. Barnett, S. W., Young, J. W., & Schweinhart, L. J. (1998). How preschool education influences long-term cognitive development and school success: A causal model. In W. S. Barnett & S. S. Boocock (Eds.), Early care and education for children in poverty: Promises, programs, and long-term results (pp. 167-184). Albany, NY: SUNY Press.
7. Bredekamp, S., & Copple, C. (1997). Developmentally appropriate practice in early childhood programs (Rev ed.). Washington, DC: National Association for the Education of Young Children.
8. Bryant, D., Clifford, R., Early, S., Pianta, R., Ritchie, S., Trammel, C., Hawley, S., French, A., Gallagher, C., Denno, D., & Henderson, K. (2003, November). What is pre-k? Paper presented at the annual meeting of the National Association for the Education of Young Children, Chicago.
9. Bryant, D., Clifford, R., & Peisner-Feinberg, E. (1991). Best practices for beginners: Developmental appropriateness in kindergarten. American Educational Research Journal, 28(4), 783-803.
10. Burchinal, M., Lee, M., & Ramey, C. T. (1998). Type of day-care and preschool intellectual development in disadvantaged children. Child Development, 60(1), 128-137.
11. Campbell, F. A., & Ramey, C. T. (1994). Effects of early intervention on intellectual and academic achievement: A follow-up study of children from low-income families. Child Development, 65(2), 684-698.
12. Doherty, K. M. (2002). Early learning. Education Week on the Web, 21(7), 54-56.
13. Ferrar, H. (1996). Places for growing: How to improve your child care center. Princeton, NJ: Mathematica Policy Research.
14. Gable, S. (2002). Teacher-child relationships throughout the day. Young Children, 57(4), 42-46.
15. Girolametto, L., & Weitzman, E. (2002). Responsiveness of child care providers in interactions with toddlers and preschoolers. Language, Speech, and Hearing Services in Schools, 33, 268-281.
16. Good, C. V. (1973). Dictionary of education (3d ed.). New York: McGraw-Hill.
17. Good, T. L., & Brophy, J. E. (1987). Looking in classrooms (4th ed.). New York: Harper & Row.
18. Greenberg, M. T., Domitrovich, C., & Bumbarger, B. (2001, March). The prevention of mental disorders in school-aged children: Current state of the field. Prevention and Treatment, 4, n.p.
19. Grossman, S. (1997). Offering children choices: Encouraging autonomy and learning while minimizing conflicts. Early Childhood News, 9(6), 22-24, 26-29.
20. Hanushek, E. A. (1999). Some findings from an independent investigation of the Tennessee STAR experiment and from other investigations of class size. Educational Evaluation and Policy Analysis, 21, 143-163.
21. Harms, T., Clifford, R. M., & Cryer, D. (1998). Early childhood environment rating scale (Rev. ed). New York: Teachers College Press.
22. Helburn, S. (Ed). (1995, June). Cost, quality and child outcomes in child care centers (Technical report, public report, and executive summary). Denver: Colorado University, Department of Economics.
23. Helmke, A., & Schrader, F. W. (1988). Successful student practice during seatwork: Efficient management and active supervision not enough. Journal of Educational Research, 82(2), 70-75.
24. Howes, C., & Hamilton, C. E. (1993). Child care for young children. In B. Spodek (Ed.), Handbook of research on the education of young children (pp. 322-336). New York: Macmillan.
25. Howes, C., Matheson, C. C., & Hamilton, C. E. (1994). Maternal, teacher, and child care history correlates of children's relationships with peers. Child Development, 65(1), 264-273.
26. Howes, C., Phillips, D. A., & Whitebook, M. (1992). Thresholds of quality: Implications for the social development of children in center-based child care. Child Development, 63, 449-460.
27. Howes, C., Phillipsen, L. C., & Peisner-Feinberg, E. (2000). The consistency of perceived teacher-child relationships between preschool and kindergarten. Journal of School Psychology, 38(2), 113-132.
28. Hyson, M. C., Hirsh-Pasek, K., & Rescorla, L. (1990). The Classroom Practices Inventory: An observation instrument based on NAEYC's Guidelines for Developmentally Appropriate Practices for 4- and 5-year-old children. Early Childhood Research Quarterly, 5, 475-494.
29. Kisker, E., Hofferth, S., Phillips, D., & Farguhar, E. (1991). A profile of child care settings: Early education and care in 1990, Washington, DC: U.S. Department of Education.
30. Klauer, K. J. (1985). Framework for a theory of teaching. Teaching and Teacher Education, 1, 5-17.
31. Kontos, S., Howes, C., Shinn, M., & Galinsky, E. (1997). Children's experiences in family child care and relative care as a function of family income and ethnicity. Merrill-Palmer Quarterly, 43(3), 386-403.
32. Kontos, S., & Wilcox-Herzog, A. (1997). Teachers' interactions with children: Why are they so important? Young Children, 52(2), 4-12.
33. Kostelnik, M. J., Stein, L. C., & Whiren, A. P. (1988). Children's self-esteem: The verbal environment. Childhood Education, 65(1), 29-32.
34. La Paro, K. M., & Pianta, R. C. (2001). Predicting children's competence in the early school years: A meta-analytic review. Review of Educational Research, 70(4), 443-484.
35. La Paro, K. M., & Pianta, R. C. (2003). CLASS: Classroom Assessment Scoring System. Charlottesville: University of Virginia.
36. Leinhardt, G., & Putman, R. T. (1987). The skill of learning from classroom lessons. American Educational Research Journal, 24, 557-587.
37. Love, J. M., Meckstroth, A., & Sprachman, S. (1997). Measuring the quality of program environments in Head Start and other early childhood programs: A review and recommendations for future research (Contract RN 94094001). Washington, DC: U.S. Department of Education, National Center for Education Statistics.
38. Matsumura, L. C., Patthey-Chavez, G. G., Valdes, R., & Gamier, H. (2002). Teacher feedback, writing assignment quality, and third-grade students' revision in lower- and higher-achieving urban schools. Elementary School Journal, 103, 3-25
39. Meyer, L. A., Wardrop, J. L., Hastings, C. N., & Linn, R. L. (1993). Effects of ability and settings on kindergarteners' reading performance. Journal of Educational Research, 86, 142-160.
40. Morrison, F. (1999, August). Improving literacy in America: The role of school transition. Symposium conducted at the annual meeting of the American Psychological Association, Boston.
41. Morrison, F. J., & Connor, C. M. (2002). Understanding schooling effects on early literacy: A working research strategy. Journal of School Psychology, 40(6), 493-500.
42. Morrow, L. M., Tracey, D. H., Woo, D. G., & Pressley, M. (1999). Characteristics of exemplary first-grade literacy instruction. Reading Teacher, 52(5), 462-476.
43. National Institute of 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(3), 269-306.
44. National Institute of Child Health and Human Development, Early Child Care Research Network. (2002). The relation of global first-grade classroom environment to structural classroom features and teacher and student behaviors. Elementary School Journal, 102(5), 367-387.
45. National Institute of Child Health and Human Development, Early Child Care Research Network, (in press). A day in third grade: A large-scale study of classroom quality and teacher and student behavior. Elementary School Journal.
46. Patillo, J., & Vaughn, E. (1992). Learning centers for child-centered classrooms. Washington, DC: National Education Association.
47. 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.
48. Peisner-Feinberg, E. S., Burchinal, M. R., Clifford, R. M., Culkin, M. L., Howes, C., Kagan, S. L., Yazejian, N., Byler, P., Rustici, P., & Zelazo, J. (1999). The children of the Cost, Quality, and Outcomes Study go to school: Executive summary. Chapel Hill, NC: Frank Porter Graham Child Development Center, University of North Carolina, Chapel Hill.
49. Pianta, R. C. (1999). Enhancing relationships between children and teachers. Washington, DC: American Psychological Association.
50. Pianta, R. C. (2003). Experiences in p-3 classrooms: The implications of observational research for redesigning early education. New York: Foundation for Child Development.
51. Pianta, R. C., La Paro, 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. Elementary School Journal, 102(3), 225-238.
52. Ripple, C. H., Gilliam, W. S., Chanana, N., & Zigler, E. (1999). Will fifty cooks spoil the broth? The debate over entrusting Head Start to the states. American Psychologist, 54, 327-343.
53. Ritchie, S., Howes, C., Kraft-Sayre, M., & Weiser, B. (2002). Snapshot. Los Angeles: University of California, Los Angeles.
54. Roberts, J. E., Bailey, D. B., & Nychka, H. B. (1991). Teachers' use of strategies to facilitate the communication of preschool children with disabilities. Journal of Early Intervention, 15, 358-376.
55. Rutter, M., & Maughan, B. (2002). School effectiveness findings, 1979-2002. Journal of School Psychology, 40(6), 451-475.
56. Stipek, D. J. (1996). Motivation and instruction. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 85-113). New York: Macmillan.
57. Whitebook, M., Howes, C., & Phillips, D. (1989). Who cares? Child care teachers and the quality of care in America. Final report of the National Child Care Staffing Study. Oakland, CA: Child Care Employee Project.
58. Yates, G. C., & Yates, S. M. (1990). Teacher effectiveness research: Towards describing user-friendly classroom instruction. Educational Psychology, 10(3), 225-238.