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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).

Authors :
Li, Hongli
Liu, Jingxuan
Hunter, Charles Vincent
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]

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