Bannière Faculté des sciences de l'éducation Qualité éducative

Recension des études internationales utilisant divers versions du Classroom Assessment Scoring System (CLASS) au cours de l'année 2016

Barros, S., Cadima, J., Bryant, D. M., Coelho, V., Pinto, A. I., Pessanha, M. et Peixoto, C. (2016). Infant child care quality in Portugal: Associations with structural characteristics. Early Childhood Research Quarterly, 37, 118–130.

 

Broekhuizen, M. L., Slot, P. L., Aken, M. A. G. van et Dubas, J. S. (2016). Teachers’ emotional and behavioral support and preschoolers’ self-regulation: Relations with social and emotional skills during play. Early Education and Development, early view, 1–19.

 

Cadima, J., Verschueren, K., Leal, T. et Guedes, C. (2016). Classroom interactions, dyadic teacher–child relationships, and self–regulation in socially disadvantaged young children. Journal of Abnormal Child Psychology, 44(1), 7–17.

 

Dessus, P., Cosnefroy, O. et Luengo, V. (2016). Keep your eyes on “em all!": A mobile eye-tracking analysis of teachers’ sensitivity to students. Dans K. Verbert, M. Sharples et T. Klobučar (dir.), 11th European Conference on Technology Enhanced Learning (EC- 2016) (pp. 72-84). Lyon, France: Springer.

 

Duval, S., Bouchard, C., Hamel, C. et Pagé, P. (2016). La qualité des interactions observées en classe et les pratiques déclarées par les enseignantes à l’éducation préscolaire. Canadian Journal of Education/Revue canadienne de l'éducation, 39(3), 1-27.

 

Hu, B. Y., Dieker, L., Yang, Y. et Yang, N. (2016). The quality of classroom experiences in Chinese kindergarten classrooms across settings and learning activities: Implications for teacher preparation. Teaching and Teacher Education, 57, 39–50.

 

Hu, B. Y., Fan, X., Gu, C. et Yang, N. (2016). Applicability of the Classroom Assessment Scoring System in Chinese preschools based on psychometric evidence. Early Education and Development, 27(5), 714–734.

 

Hu, B. Y., Fan, X., LoCasale-Crouch, J., Chen, L. et Yang, N. (2016). Profiles of teacher-child interactions in Chinese kindergarten classrooms and the associated teacher and program features. Early Childhood Research Quarterly, 37, 58–68.

 

Kennedy, A. S. et Lees, A. T. (2016). Preparing undergraduate pre-service teachers through direct and video-based performance feedback and tiered supports in Early Head Start. Early Childhood Education Journal, 44(4), 369–379.

 

Jeon, L., Buettner, C. K. et Hur, E. (2016). Preschool teachers’ professional background, process quality, and job attitudes: A Person-Centered Approach. Early Education and Development, 27(4), 551–571.

 

Mendive, S., Weiland, C., Yoshikawa, H. et Snow, C. (2016). Opening the black box: Intervention fidelity in a randomized trial of a preschool teacher professional development program. Journal of Educational Psychology, 108(1), 130–145.

 

Muhonen, H., Rasku-Puttonen, H., Pakarinen, E., Poikkeus, A.-M. et Lerkkanen, M.-K. (2017). Knowledge-building patterns in educational dialogue. International Journal of Educational Research, 81, 25–37.

 

Muhonen, H., Rasku-Puttonen, H., Pakarinen, E., Poikkeus, A.-M. et Lerkkanen, M.-K. (2016). Scaffolding through dialogic teaching in early school classrooms. Teaching and Teacher Education, 55, 143–154.

 

Roberts, A., LoCasale-Crouch, J., Hamre, B. et DeCoster, J. (2016). Exploring teachers’ depressive symptoms, interaction quality, and children’s social-emotional development in Head Start. Early Education and Development, 27(5), 642–654.

 

Stuck, A., Kammermeyer, G. et Roux, S. (2016). The reliability and structure of the Classroom Assessment Scoring System in German pre-schools. European Early Childhood Education Research Journal, 24(6), 873–894.

 

Vartuli, S., Snider, K. et Holley, M. (2016). Making it real: A practice-based early childhood teacher education program. Early Childhood Education Journal, 44(5), 503–514.

 

Teachstone, l'éditeur de l'outil CLASS a tenu un sommet en 2016. Vous pouvez consulter les captations vidéos tenus lors de cet événement. Le prochain événement se tiendra au Texas les 24 et 25 avril 2017, cliquez ici pour plus d'informations et vous inscrire.