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https://hdl.handle.net/10316/111974
Title: | Process quality in Portuguese preschool classrooms serving children at-risk of poverty and social exclusion and children with disabilities | Authors: | Cadima, Joana Aguiar, Cecília Barata, M.Clara |
Keywords: | process quality; teacher-child interaction; preschool; structural features; low-income; disabilities | Issue Date: | 2018 | Publisher: | Elsevier | Serial title, monograph or event: | Early Childhood Research Quarterly | Volume: | 45 | Abstract: | This study investigates process quality and structural features of classrooms serving children at-risk of poverty and social exclusion and children with disabilities in Portugal. We examine (a) whether the three-domain structure of a widely used standard observational tool, the Classroom Assessment Scoring System (CLASS; Pianta, LaParo, & Hamre, 2008) describes adequately teacher–child interactions in those classrooms and (b) associations between CLASS domains and structural features, including teacher edu- cation and group size. The study was conducted in 178 preschool classrooms. Data included classroom observations using the CLASS Pre-K and teacher reports on structural features. Confirmatory factor anal- ysis supported the three domains of teacher–child interactions. In addition, the CLASS domains described teacher–child interactions equally well across classrooms serving children with disabilities and children at-risk of poverty and social exclusion. Finally, we found modest associations between structural features and CLASS organizational and instructional support, suggesting a complex interplay among structural features in predicting levels of teacher–child interactions. | URI: | https://hdl.handle.net/10316/111974 | ISSN: | 08852006 | DOI: | 10.1016/j.ecresq.2018.06.007 | Rights: | openAccess |
Appears in Collections: | I&D CEIS20 - Artigos em Revistas Internacionais |
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File | Description | Size | Format | |
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1-s2.0-S0885200618300711-main.pdf | 890.04 kB | Adobe PDF | View/Open |
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