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Panayota Mantzicopoulos Brian F. French Helen Patrick J. Samuel Watson Inok Ahn 《Educational Assessment》2018,23(1):24-46
To meet recent accountability mandates, school districts are implementing assessment frameworks to document teachers’ effectiveness. Observational assessments play a key role in this process, albeit without compelling evidence of their psychometric rigor. Using a sample of kindergarten teachers, we employed Generalizability theory to investigate (across teachers, raters, and lessons) the stability of scores obtained with two different observation measures: The CLASS K-3 and the FFT. We conducted a series of Decision studies to document (for both measures’ constituent domains) the number of lessons per teacher and raters per lesson that would justify the use of observation scores for high stakes decisions. Acceptable, stable scores for individual-level decisions about teachers may generally require more raters and lessons than is typically used in practice (1–2 raters and fewer than 3 lessons). The considerable variability of observation-based scores raises concerns about either measure’s appropriateness for making individual or group decisions about teachers’ effectiveness. 相似文献
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《南昌教育学院学报》2022,(1):74-77
学前教育质量的过程性变量比结构性变量影响更为深远,师幼互动作为过程性变量中主要的核心因素起着不可替代的作用。MTP(My teaching partner)是基于CLASS理论开发的教师培训项目,项目共分为三个维度,分别是课程学习、视频资源库、一对一网络指导。MTP项目三个维度对幼儿教师在知识建构、语言交流、合作反思、主动学习等方面都具备一定的促进作用。拓展MTP项目发展的新路径要从教师、社会、经济及培训机制四个方面共同努力。 相似文献
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Feedback, talk and joint activities that build on knowledge and shared aims are powerful supports for learning. However, several studies of lower secondary students’ perceptions of teachers’ support indicate low teacher support. To investigate the quality of learning support, a content analysis instrument (CLASS) was used in analyses of 56 video-recorded lessons from 28 teachers in four lower secondary schools. This has allowed for a mapping of dimensions of quality feedback interactions, and results show significant and very strong inter-item relationships. The lessons analysed are characterized by a positive climate, and teachers emphasize encouragement, but feedback is found to be more encouraging than learning oriented. The results support previous studies based on students’ perceptions, but provide insights into practices that are necessary if a goal is to influence teachers’ professional learning. 相似文献
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佘凤 《黄冈职业技术学院学报》2006,8(3):90-92
ODBC(Open Database Connectivity,开放式数据库连接),是一种用来在数据库管理系统(DBMS)中存取数据的标准应用程序接口(API)。本文论述了MFC对ODBC数据库编程的支持,并讨论用Visual C++开发ODBC应用程序的编程方法。然后结合ODBC应用程序实例说明编程的实现过程。 相似文献
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《Journal of Experimental Education》2012,80(1):103-122
AbstractThrough two studies, this work examined the applicability, interpretability, and construct validity of the Classroom Assessment Scoring System K-3 (CLASS) to measure quality of classroom interactions. In the first study, the CLASS was used in 332 classrooms to test three alternative models (in time order, the one-, three-factor, and two-factor models) to examine its factorial structure. The one-factor model showed worse fit than the other two models. The latent factors of the three-factor model were highly correlated. The bifactor model showed adequate fit. The aim of the second study was to investigate the construct validity of the CLASS. We used data collected from 31 classrooms to examine associations between factors extracted from the bifactor model with outcome variables in the domains of the student-teacher relationship, behavioral problems, and academic achievement. General- and domain-specific factors revealed different patterns of associations with child outcomes. The results are discussed relative to the Italian context. 相似文献
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Nhi Hoang Leena Holopainen Martti Siekkinen 《International Journal of Early Years Education》2018,26(4):387-402
ABSTRACTThis study investigated the quality of teacher–child interaction and its effects on children’s classroom engagement and disaffection in Vietnamese kindergartens. The quality of teacher–child interaction was measured using the Classroom Assessment Scoring System. Children’s classroom engagement and disaffection were assessed by Engagement versus Disaffection in Learning. There were 1474 kindergarten children and 60 teachers from 12 kindergartens in three cities in Vietnam participating in the study. The results indicated that classrooms in Vietnam kindergartens had a moderate quality of teacher–child interaction. Compared to the results from other countries published previously, teacher sensitivity and regard for student perspectives of Vietnamese samples were lower than those of Finland, Germany, the United States, and China. Productivity and the instructional learning format in Vietnamese kindergarten classrooms were higher than those of all the other countries except Finland. The results of fixed-effects and random-effects modelling suggested that children in better organised classrooms were more engaged in learning. Emotional support had a negative effect on children’s classroom engagement. Children’s classroom disaffection was not significantly affected by the quality of the teacher–child interaction. 相似文献
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Cassandra L. Pattinson Sally L. Staton Simon S. Smith Dominique M. Sinclair Karen J. Thorpe 《Early childhood research quarterly》2014
The majority of children cease napping between 3 and 5 years of age yet, internationally, the allocation of a sleep time during the day for children of this age remains a practice in many early childhood education (ECE) settings. These dual circumstances present a disjuncture between children's sleep needs and center practices, that may cause conflict for staff, increase stress for children and escalate negative emotional climate in the room. Testing this hypothesis requires observation of both the emotional climate and behavioral management used in ECE rooms that extends into the sleep time. This study was the first to apply the Classroom Assessment and Scoring System (CLASS) Pre-K (Pianta, La Paro, & Hamre, 2008) to observe the emotional climate and behavioral management during sleep time. Pilot results indicated that the CLASS Pre-K functioned reliably to measure emotional climate and behavioral management in sleep time. However, new sleep-specific examples of the dimensions used were developed, to help orient fieldworkers to the CLASS Pre-K rating system in the sleep time context. The CLASS was then used to assess emotional climate and behavior management between the non-sleep and sleep time sessions, in 113 ECE rooms in Queensland, Australia. In these rooms 2.114 children were observed. Of these children, 71% did not sleep at any point during the allotted sleep times. There was a significant drop in emotional climate and behavioral management between the non-sleep and sleep-time sessions. Furthermore, the duration of mandated sleep time (a period of time where no activities are provided to non-sleeping children) accounted for significant independent variance in the observed emotional climate during sleep-time. The CLASS Pre-K presents a valuable tool to assess the emotional climate and behavior management during sleep-time and draws attention to the need for further studies of sleep time in ECE settings. 相似文献
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知识产权电子政务建设的国内外比较研究 总被引：2，自引：0，他引：2
我国知识产权电子政务建设的起点和国外比较,并无悬殊差距。国外知识产权类网站的开发者主要是国际协会或组织、大型的网络信息服务商、地区或国家知识产权局,行政管理网站占据主要地位。我国是以中央的知识产权信息网站带动地方的知识产权信息网站建设,实现各知识产权信息库的资源共享。参考文献9。 相似文献
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信息时代的图书馆与文化传播 总被引：12，自引：0，他引：12
信息时代的图书馆与文化传播朱伟华ＡＢＳＴＲＡＣＴＴｈｅｆｕｎｃｔｉｏｎｓｏｆｌｉｂｒａｒｙｃｈａｎｇｅｗｉｔｈｔｈｅｄｅｖｅｌｏｐｍｅｎｔｏｆｓｏｃｉａｌｉｎｔｅｌｅｃｔｕａｌｃｕｌｔｕｒｅ．Ｌｉｂｒａｒｙｉｎｔｈｅｉｎｆｏｒｍａｔｉｏｎａｇｅｓｈｏ... 相似文献