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1、DescriptionofInstrumentTheClassroomAssessmentScoringSystem(CLASS;Pianta,LaParo,&Hamre,2008)isatheoretically-basedandempirically-supportedobservationinstrumentdesignedtoassessthequalityofinteractionsbetweenteachersandstudentsintheclassroom.TheCLASSmeasuresthreebroaddomains
2、ofteacher-studentinteractions:EmotionalSupport,ClassroomOrganization,andInstructionalSupport.Thesethreedomainsarecomprisedof10specificdimensionsofteacher-studentinteractions:positiveclimate,negativeclimate,teachersensitivity,regardforstudentperspectives,behaviormanagement
3、,productivity,instructionallearningformats,conceptdevelopment,qualityoffeedback,andlanguagemodeling.Extensivelytrainedassessorsobserveclassroomsanduseadetailedmanualtoassignscorestoclassroomsoneachofthe10dimensionsona7-pointscale(lowrange–1,2;midrange–3,4,5;highrange–6,7)
4、.Observationtypicallystartsatthebeginningofthedayandcontinuesincyclesforatleast2hours.Codingiscompletedin30-minutecycles(i.e.,20-minuteobserve,10-minutecode),andaminimumof4cyclesshouldbeobtained.Observersassignscoresbasedonteacher-childandpeer-peerinteractionsintheclassro
5、om,withparticularemphasisontheteachers.ThetheoreticalbasisfortheCLASSiselaboratedbelow.TheCLASSFrameworkTheCLASSFrameworkisorganizedaccordingtothreelatentcategoriesofteacher-studentinteractions–EmotionalSupport,ClassroomOrganization,andInstructionalSupport.Thisthree-laten
6、tfactorstructurehasbeenvalidatedinjustunder4,000preschooltofifthgradeclassrooms(Hamre,Pianta,Mashburn,&Downer,2007),suggestingthatthisorganizationisausefulandvalidconceptualizationoftheteacher-studentinteractionsthattakeplaceinclassrooms.Thisidentificationofalatentstructu
7、refordevelopmentallysalientproximalprocessesinclassroomsissimilartothemodelproposedbyEcclesandRoeser(1999);however,theCLASSFrameworkextendsthisearlierworkbyincludingamorethoroughdescriptionofthedevelopmentalprocessesunderlyingeachbroaddomain.Forexample,thelatentdomainofEm
8、otionalSupportincludesseveralkeydimensions:ClassroomClimate,TeacherSensitivity,andRegardforStude
