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Observations of teacher-child interactions in classrooms serving Latinos and dual language learners: Applicability of the Classroom Assessment Scoring System in diverse settings

Description:
A test of the validity of the Classroom Assessment Scoring System (CLASS) for the prediction of academic outcomes and the measurement of social interactions in classrooms with varying compositions of English only and dual language learners, based on a secondary analysis of data collected in 721 prekindergarten classrooms in 11 states
Resource Type:
Reports & Papers
Country:
United States
State(s)/Territories/Tribal Nation(s):
California; Georgia; Illinois; Kentucky; Massachusetts; New Jersey; New York; Ohio; Texas; Washington; Wisconsin

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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