Literaturnachweis - Detailanzeige
Autor/inn/en | Sokolovic, Nina; Brunsek, Ashley; Rodrigues, Michelle; Borairi, Sahar; Jenkins, Jennifer M.; Perlman, Michal |
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Titel | Assessing Quality Quickly: Validation of the Responsive Interactions for Learning - Educator (RIFL-Ed.) Measure |
Quelle | In: Early Education and Development, 33 (2022) 6, S.1061-1076 (16 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Sokolovic, Nina) ORCID (Rodrigues, Michelle) ORCID (Borairi, Sahar) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1040-9289 |
DOI | 10.1080/10409289.2021.1922851 |
Schlagwörter | Test Validity; Teacher Student Relationship; Test Reliability; Early Childhood Teachers; Psychometrics; Measures (Individuals); Educational Quality; Foreign Countries; Toddlers; Classroom Environment; Factor Analysis; Canada; Classroom Assessment Scoring System Testvalidität; Teacher student relationships; Lehrer-Schüler-Beziehung; Testreliabilität; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Psychometry; Psychometrie; Messdaten; Quality of education; Bildungsqualität; Ausland; Infant; Infants; Toddler; Kleinkind; Klassenklima; Unterrichtsklima; Faktorenanalyse; Kanada |
Abstract | Research Findings: In this study, we tested whether it is possible to reliably evaluate the quality of interactions between early childhood educators and children using a thin-slice coding approach. Ninety-seven early childhood educators were videotaped for two five-minute intervals: one mealtime observation and one standardized activity. Videos were scored using the shortened and revised 15-item Responsive Interactions for Learning -- Educator (RIFL-Ed.) measure, an open-access measure that takes less than ten minutes to administer and score. The RIFL-Ed. demonstrated good psychometric properties when used for mealtime observations and scores were associated with the Emotional and Behavioural Support (b = 0.19, p = 0.02) -- and to some extent the Engaged Support for Learning (b = 0.15, p = 0.07) -- domains of the widely used Classroom Assessment Scoring System (CLASS): Toddler Version. Less than half of the variance in scores was shared across educators in the same classrooms. Practice or Policy: If these preliminary results can be confirmed in larger studies, the RIFL-Ed.--an open-access measure for which fast and free online training is available--can be used to affordably scale-up targeted quality assessment and improvement efforts in early childhood education and care settings, efforts which have been shown to positively impact children's developmental outcomes. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |