Parent-Teacher Agreement and Reliability on the Devereux Early Childhood Assessment (DECA) in English and Spanish for Ethnically Diverse Children Living in Poverty

Autor/inn/en	Crane, Jennifer; Mincic, Melissa S.; Winsler, Adam
Titel	Parent-Teacher Agreement and Reliability on the Devereux Early Childhood Assessment (DECA) in English and Spanish for Ethnically Diverse Children Living in Poverty
Quelle	In: Early Education and Development, 22 (2011) 3, S.520-547 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
Schlagwörter	Emotional Intelligence; Poverty; Parent Teacher Cooperation; Interpersonal Competence; Spanish; Measures (Individuals); English (Second Language); Second Language Learning; Social Development; Surveys; Schemata (Cognition); Parent Attitudes; Teacher Attitudes; Language Skills; Psychomotor Skills; Reliability; Preschool Children + Suchen Sie Ihr Suchwort? Emotionale Intelligenz; Armut; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Interpersonale Kompetenz; Spanisch; Messdaten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Soziale Entwicklung; Survey; Umfrage; Befragung; Cognition; Schema; Kognition; Elternverhalten; Lehrerverhalten; Language skill; Sprachkompetenz; Psychomotorische Aktivität; Reliabilität; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Research Findings: Social-emotional competence is especially important for children living in poverty, and effective assessment of social-emotional skills is critical. This study examined parent-teacher agreement and reliability of the Devereux Early Childhood Assessment (DECA; P. A. LeBuffe & J. A. Naglieri, 1999) English and Spanish forms in a large (n = 7,756) sample of impoverished, ethnically diverse preschoolers. Both forms were reliable. Parents reported greater social-emotional protective factors and behavioral concerns than teachers. Parent-teacher agreement was moderate (rs = 0.20-0.28) and consistent with previous research. Parent-teacher agreement was higher when both informants completed the survey in the same language. Agreement was highest for average-functioning children, according to a standardized assessment of cognition, language, and motor skills that was also administered. Parents rated low-functioning children more favorably than did teachers; teachers rated high-functioning children more favorably than did parents. Practice or Policy: The English and Spanish DECA forms demonstrate reliability for examining social-emotional skills and behavioral concerns for impoverished, ethnically diverse preschoolers. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10