• Measuring the Quality of Teacher-Child Interactions at Scale: The Implications of Using Local Practitioners to Conduct Classroom Observations
November 2016
By Daniel W. Player
Daphna Bassok
Bridget K. Hamre
Virginia E. Vitiello
Amanda P. Williford

Measuring the Quality of Teacher-Child Interactions at Scale: The Implications of Using Local Practitioners to Conduct Classroom Observations

Use of observational measures to monitor preschool quality is growing rapidly. This paper examined the degree of agreement between local and research rater teams using an observational measure of preschool classroom quality, and the extent to which ratings predicted gains in children’s literacy, math, and self-regulation skills. Both rating teams observed 85 classrooms using the Pre-K CLASS and 820 children (average age = 52.6 months, SD = 3.6 months) were directly assessed in the fall and spring. Results indicated moderate correlations between local and research teams’ scores, ranging from r = .19 to .40. Both teams’ scores significantly predicted child gains, although patterns of association differed. Results are discussed in the context of policies that require observational measures at scale. 

52_Observing_Classroom_Interactions_At_Scale.pdf
Areas of focus
Education
Daniel Player

Daniel W. Player

Dan Player’s research is focused on issues in education policy. His work has examined questions such as how teacher ability is recognized and rewarded in schools, whether teacher performance predicts turnover, and how teachers respond to working conditions.

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Daphna Bassock

Daphna Bassok

Daphna Bassok is an Associate Professor of Education and Public Policy at the University of Virginia and is also the Associate Director of EdPolicyWorks a joint collaboration between the Curry School of Education and the Frank Batten School of Leadership and Public Policy. 

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Bridget K. Hamre

University of Virginia

Virginia E. Vitiello

University of Virginia

Amanda P. Williford

University of Virginia

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