The purpose of this study was to evaluate the accuracy and efficiency of three measurement systems in capturing teacher language use in inclusive preschool classrooms. Specifically, this study evaluated the use of two discontinuous measurement systems (momentary time sampling and partial interval recording) in estimating the frequency and quality of teacher talk, as compared to a continuous measurement of teacher language (timed event recording). Sixteen, 20-min video samples of teacher–child interactions were collected in classrooms serving children with or at-risk for language delays. Samples were coded for teacher talk using momentary time sampling, partial interval recording, and timed event recording. Results indicated that the discontinuous measurement systems did not provide accurate estimates of teacher language, nor did they take considerably less time to complete compared to the continuous measurement system. (author abstract)
Comparison of measurement systems for collecting teacher language data in early childhood settings
Description:
Resource Type:
Reports & Papers
Country:
United States
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