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

Volumn 27, Issue 1, 2012, Pages 21-32

  Downer, Jason T ^a   López, Michael L ^b   Grimm, Kevin J ^c   Hamagami, Aki ^a   Pianta, Robert C ^a   Howes, Carollee ^d  

^a UNIVERSITY OF VIRGINIA   (United States)

^b National Center for Latino Child and Family Research   (United States)

^c UNIVERSITY OF CALIFORNIA   (United States)

^d UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

Dual language learners; Latino; Linguistic diversity; Observational assessment; Teacher child interactions; Validity

Indexed keywords

EID: 81455143780     PISSN: 08852006     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.ecresq.2011.07.005     Document Type: Article

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