Please use this identifier to cite or link to this item:
https://hdl.handle.net/10316/111974
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Cadima, Joana | - |
dc.contributor.author | Aguiar, Cecília | - |
dc.contributor.author | Barata, M.Clara | - |
dc.date.accessioned | 2024-01-17T16:24:22Z | - |
dc.date.available | 2024-01-17T16:24:22Z | - |
dc.date.issued | 2018 | - |
dc.identifier.issn | 08852006 | pt |
dc.identifier.uri | https://hdl.handle.net/10316/111974 | - |
dc.description.abstract | This study investigates process quality and structural features of classrooms serving children at-risk of poverty and social exclusion and children with disabilities in Portugal. We examine (a) whether the three-domain structure of a widely used standard observational tool, the Classroom Assessment Scoring System (CLASS; Pianta, LaParo, & Hamre, 2008) describes adequately teacher–child interactions in those classrooms and (b) associations between CLASS domains and structural features, including teacher edu- cation and group size. The study was conducted in 178 preschool classrooms. Data included classroom observations using the CLASS Pre-K and teacher reports on structural features. Confirmatory factor anal- ysis supported the three domains of teacher–child interactions. In addition, the CLASS domains described teacher–child interactions equally well across classrooms serving children with disabilities and children at-risk of poverty and social exclusion. Finally, we found modest associations between structural features and CLASS organizational and instructional support, suggesting a complex interplay among structural features in predicting levels of teacher–child interactions. | pt |
dc.description.sponsorship | This work was funded by Portuguese National Funds, via FCT — Fundação para a Ciência e a Tecnologia, through research grant PTDC/CPE-CED/117476/2010 and research grant SFRH/BPD/77184/2011. | pt |
dc.language.iso | eng | pt |
dc.publisher | Elsevier | pt |
dc.rights | openAccess | pt |
dc.subject | process quality | pt |
dc.subject | teacher-child interaction | pt |
dc.subject | preschool | pt |
dc.subject | structural features | pt |
dc.subject | low-income | pt |
dc.subject | disabilities | pt |
dc.title | Process quality in Portuguese preschool classrooms serving children at-risk of poverty and social exclusion and children with disabilities | pt |
dc.type | article | - |
degois.publication.firstPage | 93 | pt |
degois.publication.lastPage | 105 | pt |
degois.publication.title | Early Childhood Research Quarterly | pt |
dc.peerreviewed | yes | pt |
dc.identifier.doi | 10.1016/j.ecresq.2018.06.007 | pt |
degois.publication.volume | 45 | pt |
dc.date.embargo | 2018-01-01 | * |
uc.date.periodoEmbargo | 0 | pt |
item.openairetype | article | - |
item.fulltext | Com Texto completo | - |
item.languageiso639-1 | en | - |
item.grantfulltext | open | - |
item.cerifentitytype | Publications | - |
item.openairecristype | http://purl.org/coar/resource_type/c_18cf | - |
Appears in Collections: | I&D CEIS20 - Artigos em Revistas Internacionais |
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File | Description | Size | Format | |
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1-s2.0-S0885200618300711-main.pdf | 890.04 kB | Adobe PDF | View/Open |
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