showing 16 related works from this author
Investigating applicability of ratings of indicators of the CLASS Pre-K instrument
2022
When classroom observations are increasingly used for accountability and evaluation purposes, a deeper understanding of the psychometric properties of such measurement tools is needed. The present study took a unique approach to examine the psychometric properties of a commonly used classroom observation measure by testing the reliability of indicators for higher-order constructs (i.e. dimensions). We investigated the reliability of indicator ratings of the Classroom Assessment Scoring System (CLASS) Pre-K instrument in Finnish kindergarten and first grade classrooms. Twenty-one observer pairs rated 838 segments identified from the 413 lessons of 48 teachers. Variance components models were…
The cross-lagged associations between classroom interactions and children’s achievement behaviors
2014
This study examined the cross-lagged associations between the quality of classroom interactions and children’s behaviors in achievement situations. The achievement behaviors in challenging test situations of 166 Finnish children from 70 classrooms were rated by trained testers in grades 1 and 2. The quality of classroom interactions in terms of emotional support, classroom organization, and instructional support were observed in 25 classrooms (out of 70) in grades 1 and 2. The results of multilevel modeling showed that classroom teachers’ low emotional support predicted children’s subsequent high passive avoidance, whereas high classroom organization and instructional support predicted chil…
Dialogical patterns of interaction in pre-school classrooms
2012
Abstract The present study set out to identify and examine dialogic educational interactions in Finnish pre-school classrooms. Video recordings of five observed pre-school classrooms that had shown a high or moderate quality of instructional support in literacy, maths and science studies were transcribed for micro-scale qualitative content analysis. Three patterns of teacher–child interaction emerged: first, a pattern characterised by the teacher making it possible for the children to demonstrate their knowledge and competence; second, a pattern characterised by the teacher supporting the children's participation and diverse contributions; and third, a pattern characterised by the teacher a…
A validation of the early childhood classroom observation measure in Finnish and Estonian kindergarten
2012
Research Findings: The aim of the study was to examine the applicability and psychometric properties of the Early Childhood Classroom Observation Measure (ECCOM; D. J. Stipek & P. Byler, 2005) outside the United States. The ECCOM was used to observe 83 kindergarten teachers (49 in Finland and 34 in Estonia) in classroom situations. Self-ratings were obtained of teachers’ teaching practices, curriculum goals, efficacy beliefs, instructional activities, work experience, and group size. The analyses indicated 1-factor solutions for each of the ECCOM dimensions (i.e., Child-Centered, Teacher-Directed, and Child-Dominated) and high reliabilities for all dimensions, subscales (i.e., Management, C…
Associations Among Teacher–Child Interactions, Teacher Curriculum Emphases, and Reading Skills in Grade 1
2017
Research Findings: The purpose of the present study was to examine the extent to which the quality of teacher–child interactions and teachers’ self-reported curriculum emphases are related to children’s reading skill development during their 1st school year. To accomplish this, we assessed the reading skills of 1,029 Finnish children (M age = 85.77 months) twice during Grade 1, and the children’s teachers (n = 91) completed questionnaires concerning their literacy-related curriculum emphases. In addition, teacher–child interactions in terms of emotional support, classroom organization, and instructional support were observed in 29 classrooms. The results of multilevel modeling showed that a…
Kindergarten teachers adjust their teaching practices in accordance with children's academic pre-skills
2011
This study examined the extent to which kindergarten children’s academic pre‐skills are associated with their teachers’ subsequent teaching practices. The pre‐skills in reading and math of 1268 children (655 boys, 613 girls) were measured in kindergarten in the fall. A pair of trained observers used the Classroom Assessment Scoring System instrument to observe 49 kindergarten teachers on their emotional support, classroom organisation and instructional support in kindergarten in the spring. The results of the multilevel modelling showed that low levels of academic pre‐skills in kindergarten classrooms in the fall predicted high classroom quality in the classrooms later on. The results sugge…
Social Competence Among 6-year-old Children and Classroom Instructional Support and Teacher Stress
2013
Research Findings: This study examined the extent to which observed classroom quality and teacher stress are associated with children's social competence in classrooms of 6-year-old children (kindergartners in Finland). Assessments of academic pre-skills were available for a total of 1,268 children, and kindergarten teacher ratings of social competence were available for a total of 1,222 children. The kindergarten teachers (N = 137) also provided ratings of their work-related stress. Observations of classroom quality (i.e., emotional and instructional support and classroom organization) were conducted in 49 kindergarten classrooms using the Classroom Assessment Scoring System. The results o…
The role of teaching practices in the development of children’s interest in reading and mathematics in kindergarten
2012
Abstract This study examined the extent to which teaching practices observed in kindergarten classrooms predict children’s interest in reading and mathematics. The pre-skills in reading and mathematics of 515 children were measured at the beginning of their kindergarten year, and their interest in reading and mathematics were assessed in the following spring. A pair of trained observers used the Early Childhood Classroom Observation Measure (ECCOM; Stipek & Byler, 2004 ) to observe the teaching practices used by 49 kindergarten teachers. The results revealed that in classrooms in which the teachers placed greater emphasis on child-centered teaching practices than on teacher-directed practic…
Observed Classroom Quality Profiles of Kindergarten Classrooms in Finland
2012
Research Findings: The aim of the present study was to examine classroom quality profiles of kindergarten classrooms using a person-centered approach and to analyze these patterns in regard to teacher and classroom characteristics. Observations of the domains of Emotional Support, Classroom Organization, and Instructional Support were conducted in 49 Finnish kindergarten classrooms utilizing the Classroom Assessment Scoring System (R. C. Pianta, K. M. LaParo, & B. K. Hamre, 2008 ). In addition, questionnaire data on classroom and teacher characteristics, as well as Early Childhood Classroom Observation Measure (D. Stipek & P. Byler, 2004 ) observational ratings, were used in the analyses. L…
Maternal literacy teaching, causal attributions and children’s literacy skills in Finnish-speaking and language minority families
2016
Abstract This study investigated the effect of mothers’ (language minority group mothers, LM, n = 49, and Finnish speaking mothers, MP, n = 368) literacy teaching at home, and mothers’ causal attributions of their children’s (mean age 11.48 years) literacy skills at fourth grade in Finland. For Finnish speaking mothers, results showed a negative correlation between the amount of literacy taught at home and children’s performance on reading tests i.e., more teaching was associated with poorer performance and vice versa. Also, the more MP mothers measured their children’s success by their ability, the better their children performed in reading comprehension tests. In the LM group, maternal li…
Longitudinal associations between teacher-child interactions and academic skills in elementary school
2017
This study examined the extent to which the quality of teacher-child interactions assessed in kindergarten (6-year-olds) is associated with children's reading and math development across the elementary school years. The sample consisted of 515 Finnish children (271 boys, 244 girls). Teacher-child interactions were observed in 49 kindergarten classrooms. The findings from the latent growth curve models showed that high-quality teacher–child interactions in kindergarten were positively associated with the initial levels of reading and math skills. Furthermore, the results indicated that high-quality teacher-child interactions in kindergarten were positively associated with children's academic…
Maternal parenting styles, homework help, and children’s literacy development in language minority and Finnish-speaking families
2017
The aim of this study was to examine the role of mothers’ (language minority mothers, LM, n = 49, and Finnish-speaking mothers, MP, n = 368) parenting styles and maternal help with their children’s homework in the children’s (mean age 11.43 years) literacy skills at fourth grade in Finland. In addition, the moderating effect of a child’s gender on this relationship was investigated. The results showed that the LM mothers used psychological control more than MP mothers. Furthermore, the more LM mothers used warmth and psychological styles of parenting, the more they helped their daughters, not sons, with homework. MP mothers’ parenting styles did not relate to their children’s reading and sp…
Child-centered versus teacher-directed teaching practices: Associations with the development of academic skills in the first grade at school
2016
This study examined the extent to which child-centered versus teacher-directed teaching practices predicted the development of children's reading and math skills in the first year of elementary school. In addition, we investigated whether associations between teaching practices and children's academic skills development in Grade 1 differed among children who had low, average, or high initial academic skills at the beginning of school. The reading and math skills of 1,132 Finnish children from 93 classrooms were assessed at the beginning and end of Grade 1, and the Early Childhood Classroom Observation Measure (ECCOM) was used to observe teaching practices in 29 classrooms. The results of mu…
Teacher-perceived supportive classroom climate protects against detrimental impact of reading disability risk on peer rejection
2012
Abstract This study examined the role of a supportive classroom climate, class size, and length of teaching experience as protective factors against children's peer rejection. A total of 376 children were assessed in kindergarten for risk for reading disabilities (RD) and rated by their teachers on socially withdrawn and disruptive behaviors. The grade 1 measures included sociometric peer assessment and teachers' self-ratings of their supportiveness in the classroom, together with information on class size and teaching experience. The results showed, first, that the studied social and learning risk factors positively predicted peer rejection in grade 1. Moreover, teacher-reported supportive…
A Validation of the Classroom Assessment Scoring System in Finnish Kindergartens
2010
Research Findings: This study examined the validity and reliability of the Classroom Assessment Scoring System (CLASS; R. C. Pianta, K. M. La Paro, & B. K. Hamre, 2008) in Finnish kindergartens. A pair of trained observers used the CLASS to observe 49 kindergarten teachers (47 female, 2 male) on two different days. Questionnaires measuring teachers' efficacy beliefs, exhaustion at work, and classroom interactional style (i.e., affection, behavioral control, and psychological control) were completed by the teachers. Confirmatory factor analysis indicated that when the item measuring Negative Climate was excluded, the 3-factor solution assuming three positively correlated latent factors (i.e.…
A Validation Study of Classroom Assessment Scoring System–Secondary in the Finnish School Context
2017
This study examined the reliability and validity of the Classroom Assessment Scoring System–Secondary (CLASS-S) in Finnish classrooms. Trained observers coded classroom interactions based on video recordings of 46 Grade 6 classrooms (450 cycles). Concurrent associations were investigated with respect to teacher self-ratings (e.g., efficacy beliefs and teaching-related stress). Confirmatory factor analysis showed that the hypothesized three-factor structure of the original CLASS-S (Emotional Support, Organizational Support, and Instructional Support), with some modifications, provided a better fit for the data compared with one- and two-factor structures. Structural validity was demonstrate…