Can coaches be good raters of teacher-child interactions in early childhood settings?
This paper assesses the potential of coaches to provide objective and valid ratings of teacher-child interactions. The study examines the association between a coach-ratings measure, the Teacher Knowledge and Skills Scale (TKSS), and the Classroom Assessment Scoring System (CLASS), an observational measure that has been found to be a valid assessment of teacher-child interactions. The study also examines the association between one possible source of bias, the coach-teacher relationship, and the coaches' ratings of teacher-child interactions. A sample of 152 early childhood teachers and 12 coaches implementing a coaching intervention participated in this study. Results show a strong correspondence between coaches' and observers' ratings of teacher-child interactions, as well as a tendency for coaches to rate teachers with whom they have higher-quality relationships more favorably. The paper discusses possible ways in which the coaches' ratings can be improved and used to have a more reliable, cost-effective way to assess teacher-child interactions. (author abstract)
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.
These resources share similarities with the current selection. They are found by comparing the topic, author, and resource type of the currently selected resource to the rest of the library’s publications.
Implementation of developmental screening in early childhood education: An investigation of process variables and acceptability