A Validation of the Classroom Assessment Scoring System in Finnish Kindergartens

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Scaffolding through dialogic teaching in early school classrooms (2016, methodology): “All lessons were coded by two independent, trained observers, who assigned their CLASS ratings independently of each other (for details, see Pakarinen et al., 2010).”
Applicability of the Classroom Assessment Scoring System in Chinese Preschools Based on Psychometric Evidence (2016, methodology): “These Cronbach’s coefficient alpha values were similar to those obtained in other international contexts (Cadima et al., 2010; Pakarinen et al., 2010; von Suchodoletz et al., 2014) and similar to or slightly higher than those obtained in U.”
Measuring Effective Teacher-Student Interactions From a Student Perspective (2015, background): “TTI is unique in that it has quantitative support across multiple studies demonstrating the three factors in observational data (Hafen et al., 2014; Hamre, Pianta, et al., 2013; Pakarinen et al., 2010) that link to students’ learning and development from pre-K into secondary classrooms.”
Classroom organization and teacher stress predict learning motivation in kindergarten children (2010, methodology): “Individual differences in task motivation start to emerge early on in the school career (Eccles et al. 1993; Nurmi and Aunola 2005; Wigfield et al. 1997), after which is found increasing interindividual stability (Aunola et al. 2006; Gottfried et al. 2001).”