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Pre-Kindergarten Teachers’ Understanding and Perceptions of the Classroom Assessment Scoring System (CLASS)
Nicholls State University, Thibodaux, Louisiana, USA
Nicholls State University, Thibodaux, Louisiana, USA
Nicholls State University, Thibodaux, Louisiana, USA
Nicholls State University, Thibodaux, Louisiana, USA
Nicholls State University, Thibodaux, Louisiana, USA
Nicholls State University, Thibodaux, Louisiana, USA
- 1 Nicholls State University, Thibodaux, Louisiana, USA
- 2 Nicholls State University, Thibodaux, Louisiana, USA
- 3 Nicholls State University, Thibodaux, Louisiana, USA
- 4 Nicholls State University, Thibodaux, Louisiana, USA
- 5 Nicholls State University, Thibodaux, Louisiana, USA
- 6 Nicholls State University, Thibodaux, Louisiana, USA
Creative Education·Volume 10 (2019)·Pages 1988–1998·Published 10 September 2019·DOI10.4236/ce.2019.109145
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Abstract
This paper aims to explore pre-kindergarten teachers’ perceptions of the level of support provided by school districts in the implementation of dimensions, examined by the Classroom Assessment Scoring System (CLASS). Survey and focus group data were gathered from 15 pre-kindergarten teachers within a Southern Louisiana school district. Survey data indicate that some teachers do not feel confident or knowledgeable enough to effectively implement CLASS domains. Through the focus group, teachers offered insightful feedback on the specific style of support and professional development opportunities that may assist in furthering the understanding of CLASS evaluation. Future research examining teachers’ perceptions of their CLASS performance will aid in creating targeted and meaningful professional development support systems .
KeywordsClassroom Assessment Scoring SystemCLASSPositive Teacher-Child InteractionsPre-Kindergarten ClassroomTeacher Perceptions
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