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 email@example.com.
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.
Student engagement is crucial for learning. Students who understand the rules and routines of the classroom and have something to do are less likely to engage in disruptive behavior, allowing the teacher to focus more on instruction. Engagement is only heightened when teachers make learning come alive. Warm, caring, and responsive teachers inspire students to focus on classroom activities, be it a read-aloud in an early childhood classroom or a writing activity in an upper grade classroom.
I embarked on my longest trip to date to provide a pre-conference presentation and keynote address at the Early Childhood Care and Education International Rendezvous in Kuala Lumpur, Malaysia. During my three days at the conference, I had the wonderful opportunity to attend over 15 research presentations by early childhood educators from around the world including Saudi Arabia, Egypt, Australia, Thailand, Hong Kong, Brunei, Malaysia, Mauritius, and Austria.
Strong cognitive skills in early childhood are associated with later school success. Cognitive skills are the mental processes that help us think, analyze, reason, and solve problems. These mental processes are complex and include a number of sub-skills that include attention, perception, memory, use of language, problem solving, and creativity – a set of skills referred to as executive function.
There are plenty of pre-K skeptics out there. How much can one year of playing on the rug, singing songs, and learning how to share really help kids in the long term? Some recent research supports the idea of “fadeout,” such as the study of Tennessee’s Voluntary Pre-K. It found that even though students who had enrolled in pre-K entered kindergarten ahead of their peers, this advantage dissipated by the end of their first year of elementary school. By second grade, pre-K completers were actually behind.