This study examined the internal structure of the Classroom Assessment Scoring System (CLASS; K-3 version). The original CLASS K-3 model (Pianta, La Paro, & Hamre, 2008) and 5 alternative models were tested using confirmatory factor analysis with a sample of first- and second-grade classrooms (N = 141). Findings indicated that a slightly…

This study examined the internal structure of the Classroom Assessment Scoring System (CLASS; K-3 version). The original CLASS K-3 model (Pianta, La Paro, & Hamre, 2008) and 5 alternative models were tested using confirmatory factor analysis with a sample of first- and second-grade classrooms (N = 141). Findings indicated that a slightly…

This study aimed to describe the application of Area Instruction Model on one of the state kindergarten in Bandung city. The study used a qualitative approach with descriptive qualitative design. Data was obtained through interviews, observation, and documentation. The validity of the analysis was guaranteed through perseverance observation and…

In kindergarten classrooms (5 to 6 year olds) in the United States, interactive reading aloud has long been considered an important part of a comprehensive emergent literacy program. However, while individual components of interactive reading aloud (for example, teacher activity, student activity and text) have been studied, researchers have…

Numerous research has shown that quality of interactions between early childhood teachers and children contribute significantly to children's holistic development. Most literature on this topic comes from developed/Western countries and little is known about the kind of interactions occurring within the Soka kindergarten model. This article, based…

The study focused on two kindergarten teachers who were observed and interviewed throughout one school year. The contrasting cases demonstrate how two teachers drew upon their experiences with teaching writing and professional development (PD) with differing outcomes for their instruction and underlying beliefs about writing. Dana, an experienced…

Research Findings: We evaluated the fidelity of implementation and the sustainability of effects of a research-based model for scaling up educational interventions. The model was implemented by 64 teachers in 26 schools in 2 distal city districts serving low-resource communities, with schools randomly assigned to condition. Practice or Policy:…

A critical next step in advancing our understanding of teacher practices that can equitably engage and support learning in diverse classrooms is determining the effectiveness of culturally responsive interventions. Yet, quantitative measurement indicators of the effectiveness of culturally responsive teaching interventions are scarce. Most…

This study explores early francization models for a linguistic minority currently struggling to preserve its language. The French Acadians of New Brunswick, Canada, represent 30% of the province's total population, yet their numbers and their linguistic vitality are decreasing. New Brunswick has two public school systems: the English language…

Although substantial attention has been directed toward building the psychometric evidence base for academic assessment methods (e.g., state mastery tests, curriculum-based measurement), similar examination of behavior assessment methods has been comparatively limited, particularly with regard to assessment purposes most desirable within…

Preparing teachers to implement a new curriculum presents a significant but important challenge. While formal professional development programs can assist in this preparation, finding prescribed experiences that meet the needs of all teachers can be formidable and indeed may not always be the best option for promoting change in practice. Decisions…

Improving student performance for high-need student populations by improving the use of data in decision-making for early reading intervention programs in northwest Florida is the focus of this research to practice effort. The study is conceptually based on using a relational-feedback intervention (RFI) database model in early learning…

Beginning with Lev Vygotsky's long-established assertion that the play of children always involves both imaginary play and rules of behavior, this article argues for a theoretical framework that connects such play with the construction of social identities in kindergarten peer groups. It begins with a discussion of Ivy Schousboe's model of the…

Most K-12 evaluations are designed to make inferences about how a program implemented at the classroom or school level affects student learning outcomes and such inferences inherently involve hierarchical data structure. One methodological challenge for evaluators is linking program implementation factors typically measured at the classroom or…

Education programs have fostered advanced levels of graphic representation ability in young children but have not detailed the specific mechanisms responsible for the accelerated growth. Research suggests that between 6 and 8 years of age children begin to observe more carefully before drawing and that observation prompts aid children's…