If you’ve ever attended a CLASS Observation Training, you’ve heard the trainer state that the CLASS is a valid tool for measuring the efficacy to teacher-child interactions: that classroom quality, as measured by the CLASS, predicts positive developmental and academic outcomes for children (predictive validity). Specifically, children who attend classrooms with higher CLASS scores demonstrate better social and academic outcomes than their peers in classrooms that were not rated as highly.
You may have wondered, “What is the research behind the CLASS? How can they state so confidently that the CLASS works?” If so, you are in luck! Teachstone is excited to release our paper titled, “Effective Teacher-Child Interactions: A Summary of the Research on the Classroom Assessment Scoring System (CLASS) Pre-K through Third Grade.” This paper reviews over 150 peer reviewed research studies that examined the use of CLASS in pre-K and third-grade classrooms in the U.S. In addition to confirming that the CLASS has predictive validity, they also show that targeted CLASS-based professional development helps teachers improve their interactions with children, leading to improved child outcomes. It’s pretty neat stuff!
To read this paper and learn more, click here. Happy reading. You can also watch our webinar "Research for Real People" that discusses the paper. If you have any questions, feel free to email me at firstname.lastname@example.org.
If you are wondering about the other age levels of the CLASS, rest assured that we were working on collecting and analyzing studies on these age levels as well.
“How would you structure your classroom schedule?”
The first time I interviewed for an early childhood teaching position, this question stumped me. As straightforward as it sounds, I hadn’t really thought about it before! There are so many factors to consider: What activities do my students like? How do they learn best? How do I fit in the activities that licensing or my education director think are important? How do I align these with learning standards or my students’ goals? And, realistically, what are my strengths as a teacher?
The CLASS measure allows us to quantify the quality of teacher-child interactions—and that is a powerful thing. But collecting observation data, alone, does nothing to impact students. Improving child outcomes takes more than just data collection; it’s what you do with the data that really matters.
Welcome to our newest blog series dedicated to the research we're reading and thinking about.
The last time I was at a family function, I was excited to catch up with my 15-year-old cousin. I hadn’t seen him for a while, and I was ready to get clued into the high school world. Sadly, he had other plans, most of which involved watching YouTube videos and responding to my questions with, “sure,” and “cool, Allie.”
Have you ever thought that the CLASS tool seemed subjective? Perhaps you’ve coded with another certified observer and come up with very different scores for the same classroom? Maybe you’ve struggled with the reliability test or CLASS Calibration and felt that it was due to you seeing the classroom in a different light or interpreting certain situations differently? You’re not alone. Many observers have been there.