Classroom Assessment Scoring System (Class) Forms, Infant

Bridget Hamre, Karen La Paro, Robert Pianta, Jennifer Locasale-Crouch

ISBN 10: 1598576054 / ISBN 13: 9781598576054

Editore: Brookes Publishing Co 21 A, 2014

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Classroom Assessment Scoring System (Class) Forms, Infant This book is in very good condition and will be shipped within 24 hours of ordering. The cover may have some limited signs of wear but the pages are clean, intact and the spine remains undamaged. This book has clearly been well maintained and looked after thus far. Money back guarantee if you are not satisfied. See all our books here, order more than 1 book and get discounted shipping. .

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Dati bibliografici

• Titolo: Classroom Assessment Scoring System (Class) Forms, Infant
• Editore: Brookes Publishing Co 21 A
• Data di pubblicazione: 2014
• Lingua: Inglese
• ISBN 10: 1598576054
• ISBN 13: 9781598576054
• Rilegatura: Paperback
• Condizione: Very Good

Descrizione articolo

Riassunto

Available in packages of 10 booklets, each with 6 observation sheets, 1 scoring summary sheet, and 8 note-taking pages, these are the forms needed to conduct theClassroom Assessment Scoring System® (CLASS®) Infant observation.

These forms are part the infant version of the trusted, widely used CLASS tool, the bestselling classroom observation tool that measures interactions between children and teachers through brief, repeated observation and scoring cycles. TheCLASS® Infant tool was developed for use with children from birth to 18 months and assesses 4 dimensions ofteacher–child interactions: relational climate, teacher sensitivity, facilitated exploration, and early language support.

Learn more about the entire CLASS system, including versions for toddler programs, pre-K classrooms (in English and Spanish), and K–3 classrooms.

Informazioni sull'autore

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.

Karen M. La Paro. Ph.D. is an associate professor at the University of North Carolina at Greensboro in the Department of Human Development and Family Studies. Her areas of expertise include professional development for pre-service and in-service early childhood education teachers focused on teacher-child interactions and relationships and she has authored several peer-reviewed manuscripts on these topics. She worked for several years as research faculty with the NICHD Study of Early Child care as well as the National Center for Early Development and Learning at the University of Virginia. She also has worked with inclusion projects and Head Start in Louisiana and received her doctoral degree in early childhood special education from the University of New Orleans. Dr. La Paro's recent work includes developing a professional development system for Head Start and Early Head Start teachers focused on evidence-based practices, examining the supervision of field based experiences for pre-service teachers, and measurement development for tiered quality improvement systems as part of the Early Learning Challenge grants.

Jennifer LoCasale-Crouch, Ph.D. is a research assistant professor at the University of Virginia's Center for Advanced Study of Teaching and Learning (CASTL). Her areas of expertise in which she has authored multiple peer-reviewed manuscripts include classroom observation, supporting children's successful transition to kindergarten, professional development that supports teachers' effective classroom interactions and ways to implement such supports with high degrees of fidelity.

Dr. LoCasale-Crouch has worked with the Office of Head Start in training staff to implement the roll out of CLASS™, and also has worked with multiple Head Start grantees across the country in their kindergarten transition planning development. Dr. LoCasale-Crouch is also a co-investigator on three recently funded IES grants designed to enhance the supportive ways teachers interact with children, particularly those at-risk. Dr. LoCasale-Crouch received her bachelor and master's degrees from the Florida State University, and her doctorate in risk and prevention in education sciences 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