Leveraging the Power of Observations: Locating the Sources of Error in the Individualized Classroom Assessment Scoring System-Reference-Cited by-同舟云学术

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Leveraging the Power of Observations: Locating the Sources of Error in the Individualized Classroom Assessment Scoring System

Published:2019-05-28 Issue:1 Volume:31 Page:84-99
ISSN:1040-9289
Container-title:Early Education and Development
language:en
Short-container-title:Early Education and Development

Author:

Carbonneau Kira J.¹^ORCID,Van Orman Dustin S. J.¹,Lemberger-Truelove Matthew E.²^ORCID,Atencio David J.³

Affiliation:

1. Department of Educational Leadership Sport Sciences and Counseling and Educational Psychology, Washington State University

2. Department of Counseling and Higher Education, University of North Texas

3. Department of Individual, Family, and Community Education, University of New Mexico

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10409289.2019.1617572

Reference48 articles.

1. Temperament and Preschool Children’s Peer Interactions

2. Grounded Cognition

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1. Initial Development of the Child Responsiveness Scale for Early Childhood Settings;Journal of Emotional and Behavioral Disorders;2024-09-12

2. Indirect effects of coaching on pre-K students' engagement and literacy skill as a function of improved teacher–student interaction;Journal of School Psychology;2022-04

3. Exploring children’s well-being in daycare: how do children feel all day?;European Early Childhood Education Research Journal;2021-12-14

4. Zur Bedeutung des pädagogischen Settings für die Interaktionsqualität von Kindern im Kindergarten;Frühe Bildung;2021-10

5. Child-specific interaction quality at the first and last year of preschool and its relationship to preschool, child, and family characteristics – an empirical perspective using the inCLASS;Early Child Development and Care;2021-07-09

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