A Validation Study of Classroom Assessment Scoring System–Secondary in the Finnish School Context
Dados Bibliográficos
| ID | 11670666 |
|---|---|
| Autores | Tuomo Virtanen (0000-0002-2971-8046, University of Jyväskylä, autor correspondente), T E Virtanen (University of Jyväskylä), E Pakarinen (0000-0001-7190-6705, University of Jyväskylä), Marja‐kristiina Lerkkanen (0000-0002-5709-5800, University of Jyväskylä), M-K Lerkkanen (University of Jyväskylä), Anna‐maija Poikkeus (0000-0001-7913-8691, University of Jyväskylä), A-M Poikkeus (University of Jyväskylä), Martti Siekkinen (0000-0003-0742-3949, University of Eastern Finland), Jari-Erik Nurmi (0000-0002-1576-0710, University of Jyväskylä) |
| Ano | 2017 |
| Volume | 38 |
| Fascículo | 6 |
| Páginas | 849-880 |
| Data de publicação | 2017-03-26 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | The Journal of Early Adolescence (JOURNAL) |
| Identificadores do periódico | ISSN: 0272-4316 • E-ISSN: 1552-5449 |
| Editora | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0272431617699944 |
| OpenAlex | W2601665395 |
| Idioma | EN |
| Citações recebidas | 18 |
| Referências citadas | 48 |
This study examined the reliability and validity of the Classroom Assessment Scoring System–Secondary (CLASS-S) in Finnish classrooms. Trained observers coded classroom interactions based on video recordings of 46 Grade 6 classrooms (450 cycles). Concurrent associations were investigated with respect to teacher self-ratings (e.g., efficacy beliefs and teaching-related stress). Confirmatory factor analysis showed that the hypothesized three-factor structure of the original CLASS-S (Emotional Support, Organizational Support, and Instructional Support), with some modifications, provided a better fit for the data compared with one- and two-factor structures. Structural validity was demonstrated by mostly high factor loadings. Except for two interrater intraclass correlations, all item, scale, and interrater reliabilities were either acceptable or good. The study found some evidence for concurrent associations between the three CLASS-S factors and teacher self-ratings. The results provide evidence of the applicability of the CLASS-S instrument in educational contexts (Finland) outside the United States
Class (philosophy · Concurrent validity · Confirmatory factor analysis · Context (archaeology · Developmental psychology · Inter-rater reliability · Internal consistency · Psychometrics · Rating scale · Reliability (semiconductor · Statistics · Structural equation modeling · Test validity · Applied Psychology · Clinical Psychology · Computer Science · Early Childhood Education and Development · Mathematics · Parental Involvement in Education · Psychology · Teacher Education and Leadership Studies · Artificial Intelligence
Mieux comprendre les pratiques enseignantes en classe dans l’enseignement supérieur
Systematic observation to measure teaching quality in different contexts
Context matters
Using teach ECE to observe the quality of online teaching during the pandemic
Relations between Kindergarten Teachers’ Occupational Well-being and the Quality of Teacher-child Interactions
The Quality of Teacher-child Interactions and Teachers’ Occupational well-being in Finnish Kindergartens
The reproduction of social stratification through recontextualizing into forms of communication in Chinese secondary classrooms
Teacher–student interactions and feedback in English as a foreign language classrooms
Validation Study of the Classroom Assessment Scoring System – Secondary in the Norwegian Upper Secondary School Context
Interactional quality in middle schools
Teacher-student interaction and lower secondary school students' situational engagement
Teacher support and student engagement in mathematics
Trajectories of students’ perceived instructional support
Associations between observed patterns of classroom interactions and teacher wellbeing in lower secondary school
Teaching practices and student engagement in early adolescence
The associations between teachers' lesson-specific emotions and observed teacher-student interactions and student engagement
Teachers' physiological and self-reported stress, teaching practices and students' learning outcomes in Grade 1
Mapping Teaching Through Interactions and Pupils' Learning in Mathematics
A Validation of the Classroom Assessment Scoring System in Finnish Kindergartens
Classroom emotional climate, student engagement, and academic achievement.
Forming inferences about some intraclass correlation coefficients.
Teaching through Interactions
The Bowlby-Ainsworth attachment theory
Understanding and Improving Classroom Emotional Climate and Behavior Management in the “Real World”
An Integrative Model of Organizational Trust
Classroom risks and resources
An Argument Approach to Observation Protocol Validity
Computing Inter-Rater Reliability for Observational Data
Teacher-Student Relationships and Engagement
The Effects of Teacher Qualification, Teacher Self-Efficacy, and Classroom Practices on Fifth Graders' Literacy Outcomes
Teacher–Child Interactions in Chile and Their Associations With Prekindergarten Outcomes
Observations of Effective Teacher–Student Interactions in Secondary School Classrooms
Classroom Applications of Research on Self-Regulated Learning
Teacher and Classroom Characteristics Associated With Teachers’ Ratings of Prekindergartners’ Relationships and Behaviors
Psychologically controlling teaching
Depressive Symptoms in Third-Grade Teachers
The Prosocial Classroom
Structural Equations with Latent Variables
Teachers' Perceptions of Conflict with Young Students
Early childhood education teachers
Child-centered versus teacher-directed teaching practices
Quality of language and literacy instruction in preschool classrooms serving at-risk pupils
Teachers' sense of efficacy and their beliefs about managing students
Teaching Through Interactions in Secondary School Classrooms
Are class size differences related to pupils' educational progress and classroom processes? findings from the institute of education class size study of children aged 5–7 years
Improving Classroom Quality with The Ruler Approach to Social and Emotional Learning
Conceptualization, Measurement, and Improvement of Classroom Processes
Sharpening Our Focus in Measuring Classroom Instruction
The "What" and "Why" of Goal Pursuits
Teacher efficacy
Principles and Practice of Structural Equation Modeling
Finite Sampling Properties of the Point Estimates and Confidence Intervals of the RMSEA
| Obras citantes distintas | 18 |
|---|---|
| Citações por ano | 2,25 |
| Intervalo de citações | 2018 - 2026 (9) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 18 |