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A Learning Combination: Coaching with CLASS and the Project Approach

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Title: A Learning Combination: Coaching with CLASS and the Project Approach
Language: English
Authors: Vartuli, Sue, Bolz, Carol, Wilson, Catherine
Source: Early Childhood Research & Practice. Spr 2014 16(1).
Availability: Clearinghouse on Early Education and Parenting, University of Illinois at Urbana-Champaign. 51 Gerty Drive, Champaign, IL 61820. Tel: 877-275-3227; Tel: 217-333-1386; Fax: 217-244-7732; e-mail: ecrp@uiuc.edu; Web site: http://ecrp.uiuc.edu
Peer Reviewed: Y
Page Count: 13
Publication Date: 2014
Document Type: Journal Articles
Reports - Research
Education Level: Preschool Education
Early Childhood Education
Descriptors: Coaching (Performance), Educational Assessment, Preschool Education, Early Childhood Education, Predictive Measurement, Regression (Statistics), Scores, Educational Quality, Instructional Improvement, Preschool Teachers, Teacher Attitudes, Classroom Observation Techniques, Teacher Student Relationship, Pretests Posttests
ISSN: 1524-5039
Abstract: The focus of this ongoing research is the effectiveness of coaching in improving the quality of teacher-child instructional interactions in Head Start classrooms. This study examines the relationship between two measures: Classroom Assessment Scoring System (CLASS) and a Project Approach Fidelity form developed by the authors. Linear regressions were used to investigate predictors of CLASS domain scores. The Project Approach Fidelity scores have positive predictive relationships to the CLASS domains. Higher Project Approach Fidelity scores predicted higher scores for the CLASS Emotional Support, Classroom Organization, and Instructional Support domains. Consistent with their findings, the authors recommend that use of the Project Approach be combined with attention to behaviors emphasized in the CLASS to help teachers intentionally improve instructional quality in prekindergarten classrooms.
Abstractor: As Provided
Number of References: 59
Entry Date: 2014
Accession Number: EJ1045226
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
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  Data: A Learning Combination: Coaching with CLASS and the Project Approach
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  Data: <searchLink fieldCode="AR" term="%22Vartuli%2C+Sue%22">Vartuli, Sue</searchLink><br /><searchLink fieldCode="AR" term="%22Bolz%2C+Carol%22">Bolz, Carol</searchLink><br /><searchLink fieldCode="AR" term="%22Wilson%2C+Catherine%22">Wilson, Catherine</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Early+Childhood+Research+%26+Practice%22"><i>Early Childhood Research & Practice</i></searchLink>. Spr 2014 16(1).
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  Data: Clearinghouse on Early Education and Parenting, University of Illinois at Urbana-Champaign. 51 Gerty Drive, Champaign, IL 61820. Tel: 877-275-3227; Tel: 217-333-1386; Fax: 217-244-7732; e-mail: ecrp@uiuc.edu; Web site: http://ecrp.uiuc.edu
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  Data: Y
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  Data: 13
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  Data: <searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Coaching+%28Performance%29%22">Coaching (Performance)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Assessment%22">Educational Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Predictive+Measurement%22">Predictive Measurement</searchLink><br /><searchLink fieldCode="DE" term="%22Regression+%28Statistics%29%22">Regression (Statistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Improvement%22">Instructional Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Observation+Techniques%22">Classroom Observation Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink>
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  Data: 1524-5039
– Name: Abstract
  Label: Abstract
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  Data: The focus of this ongoing research is the effectiveness of coaching in improving the quality of teacher-child instructional interactions in Head Start classrooms. This study examines the relationship between two measures: Classroom Assessment Scoring System (CLASS) and a Project Approach Fidelity form developed by the authors. Linear regressions were used to investigate predictors of CLASS domain scores. The Project Approach Fidelity scores have positive predictive relationships to the CLASS domains. Higher Project Approach Fidelity scores predicted higher scores for the CLASS Emotional Support, Classroom Organization, and Instructional Support domains. Consistent with their findings, the authors recommend that use of the Project Approach be combined with attention to behaviors emphasized in the CLASS to help teachers intentionally improve instructional quality in prekindergarten classrooms.
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  Data: 59
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  Data: 2014
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  Label: Accession Number
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  Data: EJ1045226
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1045226
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
    Subjects:
      – SubjectFull: Coaching (Performance)
        Type: general
      – SubjectFull: Educational Assessment
        Type: general
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Predictive Measurement
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      – SubjectFull: Regression (Statistics)
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Educational Quality
        Type: general
      – SubjectFull: Instructional Improvement
        Type: general
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Classroom Observation Techniques
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Pretests Posttests
        Type: general
    Titles:
      – TitleFull: A Learning Combination: Coaching with CLASS and the Project Approach
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            NameFull: Bolz, Carol
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            NameFull: Wilson, Catherine
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              Y: 2014
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