Descriptor
Author
| Fantuzzo, John | 3 |
| Grim, Suzanne | 1 |
| Hightower, Dirk | 1 |
| McWayne, Christine | 1 |
| Mendez, Julia | 1 |
| Montes, Guillermo | 1 |
| Sekino, Yumiko | 1 |
| Tighe, Erin | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedFantuzzo, John; Hightower, Dirk; Grim, Suzanne; Montes, Guillermo – Early Childhood Research Quarterly, 2002
Construct validity of the Child Observation Record (COR) was examined with low-income urban preschoolers in two samples. Analyses yielded a three-dimensional structure: cognitive skills, social engagement, and coordinated movement. Cross-validation of this structure across gender and ethnic groups found evidence of validity for social engagement…
Descriptors: Child Behavior, Cognitive Development, Construct Validity, Low Income Groups
Direct linkMcWayne, Christine; Sekino, Yumiko; Fantuzzo, John – NHSA Dialog, 2005
This study examined the validity of teacher assistant report of children's classroom peer play behaviors using the Penn Interactive Peer Play Scale (PIPPS). Participants for the examination of construct validity were 344 urban Head Start children. Exploratory factor analyses resulted in a reliable three-factor solution, corroborating the…
Descriptors: Play, Disadvantaged Youth, Construct Validity, Preschool Children
Peer reviewedFantuzzo, John; Mendez, Julia; Tighe, Erin – Early Childhood Research Quarterly, 1998
Evaluated the construct validity of the parent version of the Penn Interactive Peer Play Scale (PIPPS) and compared this version with the teacher version. Findings support the use of the PIPPS parent version. Parent version replicated the three-factor solution found with the teacher version, supporting the following constructs of peer play: Play…
Descriptors: Behavior Rating Scales, Child Behavior, Classroom Environment, Comparative Analysis
