The Classroom Assessment Scoring System: Findings from the Prekindergarten Year
By Karen M. La Paro, Robert C. Pianta, Megan W. Stuhlman. The Elementary school journal, 2004
676 citations recorded by the source corpus.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/99de0243e7c659be4517a8c8243c1f9cc0f17213
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Robert C. Pianta
- Laura M. Justice
- Andrew J. Mashburn
- Margaret R. Burchinal
- R. Schachter
- Stephanie M. Jones
- C. Raver
- Megan W. Stuhlman
Citations in the corpus
- Inequality in Preschool Quality? Community-Level Disparities in Access to High-Quality Learning Environments (2016, background): “…2007; La Paro, Pianta, & Stuhlman, 2004) and is equally functional as an assessment in classrooms with diverse populations of children (Downer et al., 2012), though it is limited in its ability to capture classroom interactions that do not fit into the CLASS definitions (La Paro et al., 2004).”
- The Relations of Observed Pre-K Classroom Quality Profiles to Children's Achievement and Social Competence (2009, neutral): “PROFILE OUTCOMES 355 CLASS (La Paro et al., 2002, 2004).”
- Electronic versus traditional storybooks: Relative influence on preschool children’s engagement and communication (2010, result): “This is a consistent finding with the extant literature that suggests that adult led interactive e-storybook experiences provide greater levels of support to children through the use of scaffolding (see La Paro et al., 2004) and dialogic techniques (e.g. Whitehurst et al., 1988).”
- Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs (2010, methodology): “A high-quality classroom according to the CLASS (La Paro et al., 2004). would involve a positive emotional tone in teachers’ interactions with children and deliberate engaging instruction.”
- The Role of Classroom-Level Child Behavior Problems in Predicting Preschool Teacher Stress and Classroom Emotional Climate (2014, methodology): “We used the Emotional Climate subscale, which was an average of three indicators: Positive Climate, Negative Climate, and Teacher Sensitivity (Cronbach’s a¼ .89; La Paro et al., 2004).1 CLASS indicators use a 7-point Likert scale, with higher scores reflecting higher quality.”