Process quality in Portuguese preschool classrooms serving children at-risk of poverty and social exclusion and children with disabilities
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10071/16554 |
Resumo: | This study investigates process quality and structural features of classrooms serving children at-risk of poverty and social exclusion and children with disabilities in Portugal. We examine (a) whether the three-domain structure of a widely used standard observational tool, the Classroom Assessment Scoring System (CLASS; Pianta, LaParo, & Hamre, 2008) describes adequately teacher–child interactions in those classrooms and (b) associations between CLASS domains and structural features, including teacher education and group size. The study was conducted in 178 preschool classrooms. Data included classroom observations using the CLASS Pre-K and teacher reports on structural features. Confirmatory factor analysis supported the three domains of teacher–child interactions. In addition, the CLASS domains described teacher–child interactions equally well across classrooms serving children with disabilities and children at-risk of poverty and social exclusion. Finally, we found modest associations between structural features and CLASS organizational and instructional support, suggesting a complex interplay among structural features in predicting levels of teacher–child interactions. |
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Process quality in Portuguese preschool classrooms serving children at-risk of poverty and social exclusion and children with disabilitiesDisabilitiesLow-incomePreschoolProcess qualityStructural featuresTeacher–child interactionsThis study investigates process quality and structural features of classrooms serving children at-risk of poverty and social exclusion and children with disabilities in Portugal. We examine (a) whether the three-domain structure of a widely used standard observational tool, the Classroom Assessment Scoring System (CLASS; Pianta, LaParo, & Hamre, 2008) describes adequately teacher–child interactions in those classrooms and (b) associations between CLASS domains and structural features, including teacher education and group size. The study was conducted in 178 preschool classrooms. Data included classroom observations using the CLASS Pre-K and teacher reports on structural features. Confirmatory factor analysis supported the three domains of teacher–child interactions. In addition, the CLASS domains described teacher–child interactions equally well across classrooms serving children with disabilities and children at-risk of poverty and social exclusion. Finally, we found modest associations between structural features and CLASS organizational and instructional support, suggesting a complex interplay among structural features in predicting levels of teacher–child interactions.Elsevier2018-08-10T11:57:09Z2019-08-10T00:00:00Z2018-01-01T00:00:00Z20182019-03-08T12:56:55Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10071/16554eng0885-200610.1016/j.ecresq.2018.06.007Cadima, J.Aguiar, C.Barata, M. C.info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-11-09T17:56:48Zoai:repositorio.iscte-iul.pt:10071/16554Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T22:29:13.280375Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Process quality in Portuguese preschool classrooms serving children at-risk of poverty and social exclusion and children with disabilities |
title |
Process quality in Portuguese preschool classrooms serving children at-risk of poverty and social exclusion and children with disabilities |
spellingShingle |
Process quality in Portuguese preschool classrooms serving children at-risk of poverty and social exclusion and children with disabilities Cadima, J. Disabilities Low-income Preschool Process quality Structural features Teacher–child interactions |
title_short |
Process quality in Portuguese preschool classrooms serving children at-risk of poverty and social exclusion and children with disabilities |
title_full |
Process quality in Portuguese preschool classrooms serving children at-risk of poverty and social exclusion and children with disabilities |
title_fullStr |
Process quality in Portuguese preschool classrooms serving children at-risk of poverty and social exclusion and children with disabilities |
title_full_unstemmed |
Process quality in Portuguese preschool classrooms serving children at-risk of poverty and social exclusion and children with disabilities |
title_sort |
Process quality in Portuguese preschool classrooms serving children at-risk of poverty and social exclusion and children with disabilities |
author |
Cadima, J. |
author_facet |
Cadima, J. Aguiar, C. Barata, M. C. |
author_role |
author |
author2 |
Aguiar, C. Barata, M. C. |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Cadima, J. Aguiar, C. Barata, M. C. |
dc.subject.por.fl_str_mv |
Disabilities Low-income Preschool Process quality Structural features Teacher–child interactions |
topic |
Disabilities Low-income Preschool Process quality Structural features Teacher–child interactions |
description |
This study investigates process quality and structural features of classrooms serving children at-risk of poverty and social exclusion and children with disabilities in Portugal. We examine (a) whether the three-domain structure of a widely used standard observational tool, the Classroom Assessment Scoring System (CLASS; Pianta, LaParo, & Hamre, 2008) describes adequately teacher–child interactions in those classrooms and (b) associations between CLASS domains and structural features, including teacher education and group size. The study was conducted in 178 preschool classrooms. Data included classroom observations using the CLASS Pre-K and teacher reports on structural features. Confirmatory factor analysis supported the three domains of teacher–child interactions. In addition, the CLASS domains described teacher–child interactions equally well across classrooms serving children with disabilities and children at-risk of poverty and social exclusion. Finally, we found modest associations between structural features and CLASS organizational and instructional support, suggesting a complex interplay among structural features in predicting levels of teacher–child interactions. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-08-10T11:57:09Z 2018-01-01T00:00:00Z 2018 2019-08-10T00:00:00Z 2019-03-08T12:56:55Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10071/16554 |
url |
http://hdl.handle.net/10071/16554 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
0885-2006 10.1016/j.ecresq.2018.06.007 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Elsevier |
publisher.none.fl_str_mv |
Elsevier |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799134854408830976 |