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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:Pianta, Robert C. [remove];
24 results found.|
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Children's classroom engagement and school readiness gains in prekindergarten A study of the relationship between child engagement in public prekindergarten classrooms and school readiness gains, based on data from 2,751 children from the Multi-State Study of Pre-Kindergarten and the State-Wide Early Education Programs Study (SWEEP) |
Reports & Papers
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Comparing universal and targeted prekindergarten programs A comparison of classroom characteristics and preschooler achievement outcomes in universal and targeted pre-k programs based on a sample of over 400 children in over 800 classrooms |
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Diversity and directions in state pre-kindergarten programs A survey of the diversity and standards of state-sponsored prekindergarten programs |
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Enhancing teachers' intentional use of effective interactions with children: Designing and testing professional development interventions A description of the concept of intentional teaching and examples of its use in professional development programs targeting improvement in teachers' daily interactions with children |
Other
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Ensuring effective teaching in early childhood education through linked professional development systems, quality rating systems and state competencies: The role of research in an evidence-driven system A summary of a symposium on defining and describing early childhood education professional development systems, quality rating systems, and early childhood education competencies, and a discussion of research that can help integrate these systems |
Other
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The feasibility of a common course in early childhood teacher preparation programs A summary of a documentation of the implementation of a standardized early childhood education early literacy teaching practices course and of an examination of instructors' and students' perceptions of the quality of course delivery, content, and their learning, based on data from 3 course instructors from 3 different institutions and the course evaluations of their students |
Fact Sheets & Briefs
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Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child-teacher interaction? An observational study of the extent to which features of programs, classrooms, and teachers contribute to quality and teacher–child interactions in a sample of 238 classrooms in 6 state-funded pre-kindergarten programs |
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Implementation of a course focused on language and literacy within teacher-child interactions: Instructor and student perspectives across three institutions of higher education A documentation of the implementation of a standardized early childhood education early literacy teaching practices course and an examination of instructors' and students' perceptions of the quality of course delivery, content, and their learning, based on data from 3 course instructors from 3 different institutions and the course evaluations of their students |
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Individualized Classroom Assessment Scoring System |
Instruments
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The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary reliability and validity of a system for observing preschoolers’ competence in classroom interactions 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 |
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Mathematics learning, assessment, and curriculum A discussion of what teachers should know about mathematics learning, assessment, and curriculum to develop children's interest and competence in mathematics, based on a select but substantial body of research on young children's learning of mathematics |
Other
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Measuring teacher-child interactions in linguistically diverse pre-k classrooms 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
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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 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 |
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Parental conceptions of school readiness: Relation to ethnicity, socioeconomic status, and children’s skills A study of the family demographic characteristics and child skills associated with parental conceptions of school readiness, based on interviews with 452 parents of 4-year-olds enrolled public prekindergarten programs |
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Peer effects on children’s language achievement during pre-kindergarten An inquiry into the role of children’s peer interactions in the acquisition of language skills, based on a subsample of 1,812 children from 453 prekindergarten classrooms in 11 states |
Reports & Papers
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Promoting early literacy and language development An identification and discussion of select prekindergarten and kindergarten instructional practices and curricula for the promotion of code-related reading and oral language skills |
Other
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Quality of prekindergarten: What families are looking for in public sponsored programs A description of the meaning of program quality for a representative group of parents of children enrolled in public prekindergarten programs, with a comparison of educators’ and families’ concepts of quality |
Other
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Rater calibration when observational assessment occurs at large scale: Degree of calibration and characteristics of raters associated with calibration An examination of the accuracy of raters trained by the Office of Head Start (OHS) in 2008-2009 on the Classroom Assessment Scoring System (CLASS), based on data from 2,093 raters, and additional analyses of characteristics that predict their accuracy, based on data for a subsample of 704 of the raters |
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The relations of observed pre-k classroom quality profiles to children's achievement and social competence A study of the relationship between the growth in social and academic competence of children in the prekindergarten year and the level of emotional support measured in classroom teacher-child interactions, based on data collected about 2,028 prekindergarten children from several states |
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Spanish-speaking children's social and language development in pre-kindergarten classrooms A discussion of the Spanish and English language interactions that Spanish-speaking children experience in the pre-K classroom in relation to their social and cognitive outcomes, based on data from 345 Spanish-speaking students in pre-K programs |
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Stability and change in early childhood classroom interactions during the first two hours of a day A study of the stability of quality and the relationships between instructional support, classroom organization, emotional support, and classroom management during the first two hours of a typical prekindergarten day, from a secondary analysis of data collected from observations of 693 classrooms |
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Teachers' perceptions of conflict with young students: Looking beyond problem behaviors A study of the correlations between levels of student-teacher conflict, child problem behavior, and child, teacher, and classroom characteristics, based on data collected from 2,282 children, 597 teachers, and 597 classrooms in several states |
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A transactional model of effective teaching and learning in the early childhood classroom An introduction to a transactional model of teaching and learning in early childhood classrooms that includes the frequency, duration, and quality of the exchanges between teachers and children in a given skill domain |
Other
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What is pre-kindergarten?: Characteristics of public pre-kindergarten programs A study of the demographics and staff and structural quality of publicly-funded prekindergarten programs across 6 states |
Reports & Papers
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