La & Classroom assessment scoring system (CLASS) manual: Pre-K. Baltimore: Brookes Publishing Co.

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Applicability of the Classroom Assessment Scoring System in Chinese Preschools Based on Psychometric Evidence (2016, methodology): “This study presents an opportunity to examine the applicability and generalizability of the CLASS Pre-K (Pianta et al., 2008) and the underpinning teacher–child interactions quality framework in understanding the quality of teaching/interactions in typical Chinese preschool classrooms.”
Early Childhood Professional Development: Coaching and Coursework Effects on Indicators of Children’s School Readiness (2017, background): “This pattern of no spillover was also reported in prior studies of the MTP coaching model (Pianta et al., 2008).”
Variations in the Availability and Quality of Early Childhood Education and Care by Socioeconomic Status of Neighborhoods (2016, methodology): “…tests and drift assessments over the period of time data were collected; interrater agreement, measured as directed in the instrument manual, was greater than 90%, indicating that the fieldworkers did not require remedial training (a cutoff of 87% is given in Pianta et al., 2008, p. 96.).”
A Validation of the Classroom Assessment Scoring System in Finnish Kindergartens (2010, methodology): “The Emotional Support domain of the CLASS includes dimensions measuring positive climate, negative climate, teacher sensitivity, and teacher regard for students’ perspectives (Pianta et al., 2008; see Table 1).”