Observations of Teacher-Child Interactions in Classrooms Serving Latinos and Dual Language Learners: Applicability of the Classroom Assessment Scoring System in Diverse Settings.

By Jason T. Downer, Michael L. López, Kevin J. Grimm, A. Hamagami, Robert C. Pianta, C. Howes. 2012

176 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/d5c1a65d724630b46baf1c01bbbd58f7865fe3a1

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Inequality in Preschool Quality? Community-Level Disparities in Access to High-Quality Learning Environments (2016, background): “…& Downer, 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…”
Early Childhood Professional Development: Coaching and Coursework Effects on Indicators of Children’s School Readiness (2017, methodology): “…of and skills in detecting effective teacher–child interactions through observation and video analysis of others or their own interactions (e.g., Downer et al., 2012; Hamre, Downer, et al., 2012) using the Classroom Assessment Scoring System (CLASS; Pianta, La Paro, & Hamre, 2008) as a…”
Applicability of the Classroom Assessment Scoring System in Chinese Preschools Based on Psychometric Evidence (2016, methodology): “The CLASS in classrooms serving Latino and dual-language learners (DLLs) The CLASS has been used in classrooms serving Latinos and DLLs. Downer et al. (2012) discussed two competing perspectives on quality classroom experiences for Latino and DLL children: One advocates instruction tailored to…”
Teacher–Child Interactions in Free Choice and Teacher-Directed Activity Settings: Prediction to School Readiness (2017, methodology): “The data for this study were drawn from a large multisite randomized controlled trial (i.e., the National Center for Research on Early Childhood Education Professional Development Study; Downer et al., 2012; Hamre et al., 2012).”
A Systematic Review of Teacher–Child Interactions With Multilingual Young Children (2019, background): “It should be noted that the children from the studies of Tenenbaum and Ruck (2007) and Downer et al. (2012) were from an ethnic minority but not necessarily multilingual.”