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Current Filters: Author:Pianta, Robert C. [remove]; Classification:Measures [remove];

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			Accountability in early childhood: No easy answers Meisels, Samuel J., 2007 In Pianta, R. C., Cox M. J., & Snow K. L. (2007). School readiness and the transition to kindergarten in the age of accountability (pp. 31-47). Baltimore: Paul H. Brookes An inquiry into the role of high-stakes testing in early childhood programs in the adoption of early childhood policies, with a suggestion of an alternative method for the assessment of children to inform the decisions of public policymakers	Other
			Aligning measures of quality with professional development goals and goals for children's development Pianta, Robert C., 2011 In M. Zaslow, I. Martinez-Beck, K. Tout, & T. Halle (Eds.), Quality measurement in early childhood settings (pp. 297-315). Baltimore: Paul H. Brookes Arguments for the improvement of the quality of early childhood education and care through the alignment of measurable professional development goals for educators with developmental goals for children	Other
			Building a science of classrooms: Application of the CLASS framework in over 4,000 U.S. early childhood and elementary classrooms Hamre, Bridget, 2007 New York: Foundation for Child Development. An assessment of the extent to which the Classroom Assessment Scoring System (CLASS) Framework, a theoretical model of classroom practice, can be applied to a broad spectrum of early childhood and elementary settings, based on data from four large-scale national research projects conducted from 1998 to 2005 in over 4,000 preschool to fifth grade classrooms	Reports & Papers
			Child-Parent Relationship Scale Pianta, Robert C., 1992 Charlottesville: University of Virginia.	Instruments
			The Classroom Assessment Scoring System: Findings from the prekindergarten year La Paro, Karen M., 2004 Elementary School Journal, 104(5), 409-426 An observational study evaluating the reliability and validity of the Classroom Assessment Scoring System (CLASS), an instrument designed to evaluate prekindergarten classroom quality focusing on emotional and instructional classroom elements	Reports & Papers
			Classroom Assessment Scoring System Pre-K Pianta, Robert C., 2008 Baltimore: Paul H. Brookes Publishing	Instruments
			Classroom Assessment Scoring System: Toddler Version Pianta, Robert C., 2009 Unpublished instrument	Instruments
			Empirically-derived, person-oriented patterns of school readiness in typically-developing children: Description and prediction to first-grade achievement Konold, Timothy R., 2005 Applied Developmental Science, 9(4), 174-187 A study using data from the NICHD Study of Early Child Care to examine the relation between young children's school readiness and variables including social skill, parent interactions, problem behavior, cognitive processes, and self regulation	Reports & Papers
			Implementing observation protocols: Lessons for K-12 education from the field of early childhood Pianta, Robert C., May, 2012 Washington, DC: Center for American Progress. A discussion of considerations for the use of observational assessments of teacher practices in early childhood classrooms, with lessons for elementary and secondary education	Other
			Implementing observation protocols: Lessons for K-12 education from the field of early childhood [Executive summary] Pianta, Robert C., May, 2012 Washington, DC: Center for American Progress. A summary of a discussion of considerations for the use of observational assessments of teacher practices in early childhood classrooms, with lessons for elementary and secondary education	Executive Summary
			Individualized Classroom Assessment Scoring System Downer, Jason T., Q1 2010 Early Childhood Research Quarterly, 25(1), 1-16	Instruments
			The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary reliability and validity of a system for observing preschoolers� competence in classroom interactions Downer, Jason T., Q1 2010 Early Childhood Research Quarterly, 25(1), 1-16 An examination of the psychometric properties of the Individualized Classroom Assessment Scoring System (inCLASS), an observation tool that targets children�s interactions in preschool classrooms with teachers, peers, and tasks, based on the use of the tool with 145 children, ages three through five, enrolled in fourty four classrooms in twenty different preschool programs in the central region of a mid-Atlantic state	Reports & Papers
			Measuring problem behaviors in young children Konold, Timothy R., February, 2003 Behavioral Disorders, 28(2), 111-123 An examination of the ability of items located on the Child Behavior Checklist/1-5 to provide reasonable indicators of the seven first-order behavioral dimensions measured by this instrument, based on data from a national sample of 1,097 typically developing 2-year-olds	Reports & Papers
			Measuring teacher-child interactions in linguistically diverse pre-k classrooms Downer, Jason T., Charlottesville: University of Virginia, Center for Advanced Study of Teaching and Learning. A summary of 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	Fact Sheets & Briefs
			MTP-LL Implementation Checklist Justice, Laura M., Q1 2008 Early Childhood Research Quarterly, 23(1), 51-68	Instruments
			Observations of teacher-child interactions in classrooms serving Latinos and dual language learners: Applicability of the Classroom Assessment Scoring System in diverse settings Downer, Jason T., Q1 2012 Early Childhood Research Quarterly, 27(1), 21-32 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	Reports & Papers
			Preschool Literacy Practices Checklist Burgess, Kathleen A., 2001 In Preschool teachers' self-reported beliefs and practices about literacy instruction. Ann Arbor, MI: Center for the Improvement of Early Reading Achievement, University of Michigan.	Instruments
			Standardized classroom observations from pre-k to third grade: A mechanism for improving quality classroom experiences during the p-3 years Pianta, Robert C., 2003 New York: Foundation for Child Development. A paper on the role of classroom observation research in early education policy and practice and on the development of the Classroom Assessment Scoring System (CLASS), a measure of classroom quality from prekindergarten to third grade	Other
			Student-Teacher Relationship Scale Pianta, Robert C., 1992 Unpublished instrument, University of Virginia, Charlottesville	Instruments
			Student-Teacher Relationship Scale Pianta, Robert C., 2001 Lutz, FL: Psychological Assessment Resources	Instruments
			Transition to Kindergarten Activities Questionnaire Kraft-Sayre, Marcia E., 1999 Chapel Hill, NC: National Center for Early Development & Learning	Instruments

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