Measuring the Quality of Teacher-Child Interactions at Scale: The Implications of Using Local Practitioners to Conduct Classroom Observations November 2016 By Daniel W. PlayerDaphna BassokBridget K. HamreVirginia E. VitielloAmanda 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 (341.16 KB) Areas of focus Education Daniel W. Player Dan Player is an associate professor of public policy at the Frank Batten School of Leadership and Public Policy. His research focuses 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. Read full bio Daphna Bassok Daphna Bassok is the Batten Bicentennial Associate Professor of Early Childhood Education at the University of Virginia and associate director of EdPolicyWorks, a collaboration between the School of Education and Human Development and the Frank Batten School of Leadership and Public Policy. Her research focuses on early childhood education policy and efforts to improve early childhood education at scale, particularly policies aimed at supporting the early childhood education workforce. Read full bio Bridget K. Hamre University of Virginia Virginia E. Vitiello University of Virginia Amanda P. Williford University of Virginia Related Content Daniel W. Player Are Parents’ Ratings and Satisfaction with Preschools related to Program Features? Research This study examines whether parents’ overall satisfaction with their child’s early childhood education (ECE) program is correlated with a broad set of program characteristics, including (a) observational assessments of teacher-child interactions; (b) structural features of the program, such as teacher education and class size; (c) practical and convenience factors (e.g., hours, cost); and (d) a measure of average classroom learning gains. It then describes associations between parents’ evaluation of specific program characteristics and externally collected measures of those features. Identifying and Predicting Effective Leader Practices: Examining Principal Experience and Prior Roles Research The importance of leadership in schools is substantiated, and we know that effective leaders call upon certain practices to influence student achievement. What remains less clear is how the professional backgrounds of educators may influence effective leader practice. Building Connections & Finding Purpose: Prof. Daniel Player on Teaching News Daniel Player, associate professor of public policy with a focus on education policy, found his "dream job" teaching at the Batten School. Batten Faculty Recognized for Excellence in Teaching, Service, Research and Engagement News This academic year, Batten School professors won a slew of internal and external recognitions for excellence in teaching, service, research and engagement. Daphna Bassok Hard-to-staff centers: Exploring center-level variation in the persistence of child care teacher turnover Research High rates of teacher turnover in child care settings have negative implications for young children's learning experiences and for efforts to improve child care quality. Prior research has explored the prevalence and predictors of turnover at the individual teacher level, but less is known about turnover at the center level––specifically, how turnover varies across child care centers or whether staffing challenges persist year after year for some centers. This study tracks annual turnover rates for all publicly funded child care centers that were continuously operating in Louisiana from the 2015-16 to 2018-19 school years. Are Parents’ Ratings and Satisfaction with Preschools related to Program Features? Research This study examines whether parents’ overall satisfaction with their child’s early childhood education (ECE) program is correlated with a broad set of program characteristics, including (a) observational assessments of teacher-child interactions; (b) structural features of the program, such as teacher education and class size; (c) practical and convenience factors (e.g., hours, cost); and (d) a measure of average classroom learning gains. It then describes associations between parents’ evaluation of specific program characteristics and externally collected measures of those features. Child Care Centers Are Turning Away Families Due to Teacher Turnover News Batten School professor Daphna Bassok spoke with UVA Today about the how teacher turnover is impacting child care centers. UVA Has 5% of Education Scholars Ranked as 'Most Influential' News Four Batten School faculty members affiliated with the EdPolicyWorks research center once again placed in the national rankings of influential education scholars.
Daniel W. Player Dan Player is an associate professor of public policy at the Frank Batten School of Leadership and Public Policy. His research focuses 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. Read full bio
Daphna Bassok Daphna Bassok is the Batten Bicentennial Associate Professor of Early Childhood Education at the University of Virginia and associate director of EdPolicyWorks, a collaboration between the School of Education and Human Development and the Frank Batten School of Leadership and Public Policy. Her research focuses on early childhood education policy and efforts to improve early childhood education at scale, particularly policies aimed at supporting the early childhood education workforce. Read full bio
Are Parents’ Ratings and Satisfaction with Preschools related to Program Features? Research This study examines whether parents’ overall satisfaction with their child’s early childhood education (ECE) program is correlated with a broad set of program characteristics, including (a) observational assessments of teacher-child interactions; (b) structural features of the program, such as teacher education and class size; (c) practical and convenience factors (e.g., hours, cost); and (d) a measure of average classroom learning gains. It then describes associations between parents’ evaluation of specific program characteristics and externally collected measures of those features.
Identifying and Predicting Effective Leader Practices: Examining Principal Experience and Prior Roles Research The importance of leadership in schools is substantiated, and we know that effective leaders call upon certain practices to influence student achievement. What remains less clear is how the professional backgrounds of educators may influence effective leader practice.
Building Connections & Finding Purpose: Prof. Daniel Player on Teaching News Daniel Player, associate professor of public policy with a focus on education policy, found his "dream job" teaching at the Batten School.
Batten Faculty Recognized for Excellence in Teaching, Service, Research and Engagement News This academic year, Batten School professors won a slew of internal and external recognitions for excellence in teaching, service, research and engagement.
Hard-to-staff centers: Exploring center-level variation in the persistence of child care teacher turnover Research High rates of teacher turnover in child care settings have negative implications for young children's learning experiences and for efforts to improve child care quality. Prior research has explored the prevalence and predictors of turnover at the individual teacher level, but less is known about turnover at the center level––specifically, how turnover varies across child care centers or whether staffing challenges persist year after year for some centers. This study tracks annual turnover rates for all publicly funded child care centers that were continuously operating in Louisiana from the 2015-16 to 2018-19 school years.
Are Parents’ Ratings and Satisfaction with Preschools related to Program Features? Research This study examines whether parents’ overall satisfaction with their child’s early childhood education (ECE) program is correlated with a broad set of program characteristics, including (a) observational assessments of teacher-child interactions; (b) structural features of the program, such as teacher education and class size; (c) practical and convenience factors (e.g., hours, cost); and (d) a measure of average classroom learning gains. It then describes associations between parents’ evaluation of specific program characteristics and externally collected measures of those features.
Child Care Centers Are Turning Away Families Due to Teacher Turnover News Batten School professor Daphna Bassok spoke with UVA Today about the how teacher turnover is impacting child care centers.
UVA Has 5% of Education Scholars Ranked as 'Most Influential' News Four Batten School faculty members affiliated with the EdPolicyWorks research center once again placed in the national rankings of influential education scholars.