Classroom Assessment Scoring System (CLASS) Manual, Todler

Classroom Assessment Scoring System (CLASS) Manual, Todler

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Classroom Assessment Scoring System (CLASS) Manual, Todler by Karen M. La Paro, Bridget/K Hamre, Robert C. Pianta

The highly anticipated toddler version of the CLASST tool is here-providing early childhood programs with an accurate, reliable way to assess effective classrooms. For use with children from 15-36 months, this standardized observation tool measures the effectiveness of interactions between teachers and children, a primary ingredient of early educational experiences that prepare children for future school success. The first tool to measure teacher-child interactions for the toddler age group, CLASS Toddler covers two crucial domains of teacher-child interaction: Emotional and Behavioral Support and Engaged Support for Learning provides developmentally appropriate descriptions of what effective interactions look like in toddler classrooms establishes an accurate, complete picture of classroom interactions through brief, repeated observation and scoring cycles highlights areas of strength and areas for improvement useful for guiding improvement efforts identifies challenges and helps identify areas for improvement provides important information related to programs' most urgent needs: accountability, professional development, and research has been used in several state evaluation systems and for national evaluations of Early Head Start With this must-have observation tool, early childhood programs now have a reliable way to assess quality-and gather the information they need to improve teaching and learning.

Product Details

ISBN-13: 9781598572599
Publisher: Brookes Publishing
Publication date: 07/13/2012
Pages: 80
Product dimensions: 8.40(w) x 10.90(h) x 0.40(d)

About the Author

Karen M. La Paro, Ph.D., is Associate Professor in the Department of Human Development and Family Studies at the University of North Carolina at Greensboro. Dr. La Paro teaches undergraduate and graduate courses in theory and research as well as supervises practicum students in early childhood classrooms. Her areas of research relate to issues of quality in early childhood classrooms and the development of effective teachers. This work addresses critical needs in supervision, support, and reflection of preservice teacher development, and she has authored several peer-reviewed manuscripts in these areas. Dr. La Paro works on both research and community projects focused on professional development for both in-service and preservice teachers utilizing innovative strategies for supervision, coaching, and mentoring. She spent several years as research faculty with The Eunice Kennedy Shriver National Institute of Child Health and Human Development Study of Early Child Care as well as the National Center for Early Development and Learning at the University of Virginia.

Bridget K. Hamre, Ph.D., is Research Associate Professor in the Curry School of Education and Associate Director of University of Virginia's Center for Advanced Study of Teaching and Learning (CASTL). Dr. Hamre's areas of expertise include student–teacher relationships and classroom processes that promote positive academic and social development for young children, and she has authored numerous peer-reviewed manuscripts on these topics. This work documents the ways in which early teacher–child relationships are predictive of later academic and social development and the ways in which exposure to high-quality classroom social and instructional interactions may help close the achievement gap for students at risk of school failure.

Dr. Hamre leads efforts to use the CLASS™ tool as an assessment, accountability, and professional development tool in early childhood and other educational settings. Most recently, she was engaged in the development and testing of interventions designed to improve the quality of teachers' interactions with students, including MyTeachingPartner and a 14-week course developed for early childhood teachers. Dr. Hamre received her bachelor's degree from the University of California, Berkeley, and her master's degree and doctorate in clinical and school psychology from the University of Virginia.

Robert C. Pianta, Ph.D., is Dean of the Curry School of Education, Director of the Center for Advanced Study in Teaching and Learning and Novartis U.S. Foundation Professor of Education at the University of Virginia, Charlottesville. A former special education teacher, Dr. Pianta is a developmental, school, and clinical child psychologist whose work focuses on assessment and improvement of teacher-student interactions and their role in fostering children's learning and development.

Dr. Pianta is a principal investigator on several major grants including the National Center for Research in Early Childhood Education and the Virginia Education Sciences Training Program, and he has worked closely with the Gates Foundation-funded Measure of Effective Teaching project.

He is the author of more than 250 journal articles, chapters, and books in the areas of early childhood education, teacher performance assessment, professional development, and teacher–child relationships, and he consults regularly with federal agencies, foundations and universities.

Read an Excerpt

Read an excerpt
CLASS Toddler Introduction

Table of Contents

About the Authors

  1. Introduction
    Theoretical and Empirical Foundations of the CLASS
    Effective Teacher-Child Interactions
    CLASS Framework
    CLASS Toddler Tool Domains
    Uses of the CLASS Toddler Tool
    CLASS Training

  2. Observing Toddler Settings with the CLASS
    General Live Observation Procedures
    Alternative Observation Procedures
    Scoring with the CLASS

  3. CLASS Toddler Dimensions
    Positive Climate
    Negative Climate
    Teacher Sensitivity
    Regard for Child Perspectives
    Behavior Guidance
    Facilitation of Learning and Development
    Quality of Feedback
    Language Modeling
Appendix Development of the CLASS Toddler

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