Classroom assessment scoring system.

2008

285 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/e31b10264d8f8bc5425e61ee4ac48ce6f43ea8bf

Citations in the corpus

• Assessing Quality in Toddler Classrooms Using the CLASS-Toddler and the ITERS-R (2014, unknown): “…the CLASS-Toddler was developed as a tool to assess process quality in the classroom focused on teacher–child interactions (La Paro et al., 2009; Pianta et al., 2008) and the ITERS-R was developed as a research tool focused on global quality, including structural features of the environment…”
• Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being (2016, unknown): “The domain of instructional support generally reflects the degree to which teachers are able to advance students’ meta-cognitive skills, apply their thinking to real-world situations, scaffold for struggling students, and expand on their understanding (Hamre & Pianta, 2010; Pianta et al., 2008).”
• Early Childhood Assessment: Why, What, and How (2008, unknown): “Classroom Assessment Scoring System The Classroom Assessment Scoring System (CLASS; Pianta et al., 2007) provides an assessment of the overall preschool classroom in terms of the teacher’s sensitivity, quality of instruction across all academic areas, and classroom management.”
• Motivation and engagement in mathematics: a qualitative framework for teacher-student interactions (2017, unknown): “According to Pianta, Hamre, and Mintz (2012), teacher-student interactions across all grade levels are the “primary mechanism of student development and learning” (p. 1) and can be broadly measured by three domains: emotional support, classroom organisation, and instructional support.”
• What Can Student Perception Surveys Tell Us About Teaching? Empirically Testing the Underlying Structure of the Tripod Student Perception Survey (2016, unknown): “The general responsivity factor was weakly correlated with CLASS-S instructional support domain (.14), and the classroom management–specific factor was unrelated (–.01).”
• Exploring Teachers’ Depressive Symptoms, Interaction Quality, and Children’s Social-Emotional Development in Head Start (2016, unknown): “For instance, emotionally supportive interactions were captured at the classroom level, but perhaps more individualized or dyad-level measures, such as teachers’ personal relationship with specific children or the nature of individual children’s interactions with teachers (as measured by the Individ”