Back to Search
Start Over
A Meta-Analysis of the Factor Structure of the Classroom Assessment Scoring System (CLASS).
A Meta-Analysis of the Factor Structure of the Classroom Assessment Scoring System (CLASS).
- Source :
-
Journal of Experimental Education . 2020, Vol. 88 Issue 2, p265-287. 23p. 2 Diagrams, 7 Charts. - Publication Year :
- 2020
-
Abstract
- The Classroom Assessment Scoring System (CLASS) has been used extensively to measure teacher-student interactions and classroom quality. With a theoretical foundation rooted in the developmental theory of learning, CLASS has three primary domains—Emotional Support, Classroom Organization, and Instructional Support. In this study, we performed a meta-analysis of the factor structure of CLASS using Cheung's two-stage structural equation modeling (TSSEM) approach. After searching the literature, we obtained 26 correlation matrices of the 10 dimensions shared by multiple versions of CLASS. This meta-analysis supports the three-factor model initially proposed by CLASS developers. The finding of this meta-analysis provides important evidence pertinent to the CLASS factor structure and has significant implications regarding the interpretation and use of CLASS scores. [ABSTRACT FROM AUTHOR]
- Subjects :
- *FACTOR structure
*META-analysis
*STRUCTURAL equation modeling
*CLASSROOMS
Subjects
Details
- Language :
- English
- ISSN :
- 00220973
- Volume :
- 88
- Issue :
- 2
- Database :
- Academic Search Index
- Journal :
- Journal of Experimental Education
- Publication Type :
- Academic Journal
- Accession number :
- 141377084
- Full Text :
- https://doi.org/10.1080/00220973.2018.1551184