A Meta-Analysis of the Factor Structure of the Classroom Assessment Scoring System (CLASS)

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.     

Techniques used by primary school pupils in drawings during science activities

Conclusion It is apparent from the data that pupils use a wide variety of techniques to aid the clarity of their drawings and that they are able to discriminate between them. The data support the value of the teaching method used, where drawings were used as the principal means of communication between the children. The study has shown how, without any teacher instruction on drawing techniques, the children have been able to identify and adapt ones which they see as meeting their requirements. The study has established one teaching method which, following further investigation, could be presented to teachers as a useful strategy during science lessons.     

Exploring perceived support of postgraduate medical science research students

There is still much to learn about the support required by postgraduate research students, across academic disciplines, to facilitate successful completion of a research degree. The primary aim of this study was to explore postgraduate medical science research students’ perceptions of academic and mentoring support at different stages during their degree programme. A second aim was to explore the feasibility and acceptability of peer mentoring as a strategy to enhance student support in this population. A mixed method study design was used. Students first completed an online questionnaire, which was then supplemented with focus group discussion to explore emergent findings in greater depth. The main results indicated that the nature and quality of academic supervision support have a significant influence on research student training and development. ‘Functional’ and ‘relationship development’ concepts of supervisory styles were highlighted as important aspects to perceived support in this research population. The main facilitators to enhance academic support were effective communication, project planning and timely feedback. There was a high degree of acceptability for a peer mentoring programme as a complementary approach to enhance student support. Peer mentoring psychosocial functions such as friendship, counselling and career guidance were considered potentially beneficial to enhancing student support. Students also discussed peer coaching as central to their learning and research skill development. This work is a useful starting point to explore perceptions of research student support in the target population. Further work is required to develop strategies to enhance student support in academic practice.     

Sensitivity of Four Subtests of the Test of Everyday Attention for Children (TEA‐Ch) to Stimulant Medication in Children with ADHD

Children with attention deficit hyperactivity disorder (ADHD) were examined on four subtests of the Test of Everyday Attention for Children (TEA‐Ch) when on and off stimulant medication. Performance was assessed relative to 18 individually age‐matched controls. Children with ADHD performed significantly worse on TEA‐Ch measures when off compared to when on stimulant medication. This was found in both predominantly inattentive (n = 6) and combined inattentive and hyperactive‐impulsive (n = 12) subtypes. The age‐matched controls significantly improved with repeated testing on most TEA‐Ch measures. Significant differences were found between the unmedicated children with ADHD and age‐matched controls on sustained attention (Score! and Walk Don’t Walk) and attention control measures (Same and Opposite Worlds). When the ADHD group was on stimulant medication, with the exception of the Walk Don’t Walk subtest, no significant differences were found between them and the age‐matched controls. Unlike the TEA‐Ch subtests, the significant differences between the two groups on the Test of Word Reading Efficiency (TOWRE) subtests remained when attentional status was altered in the children with ADHD. The study supports further investigations of the TEA‐Ch as a measure sensitive to changes in stimulant medication in children with ADHD.     

How Does Parental Reading Influence Children’s Reading? A Study of Cognitive Mediation

Cognitive processes underlying a behavioural outcome (like reading ability) and the impact of familial risk (e.g., for dyslexia) have been studied in isolation. We present a novel design, linking the two avenues. How do familial influences impact on children’s cognitive skills, which subsequently underlie reading development? Participants from the Familial Influences on Literacy Abilities (FIOLA) Project included 373 children and their parents. We considered three causal routes from parental reading and children’s putative cognitive endophenotypes to children’s reading. Path analyses showed that half of parental effects on children’s reading bypassed and half operated through children’s cognitive underpinnings. Spousal correlation was small but significant. Findings do not support a strong hypothesis of cognitive endophenotypes with full mediation. Furthermore, we discuss the use of parental skills as a proxy for offspring’s liability. Finally, familial reading difficulties are not fully accounted for by known cognitive skills, which has implications for dyslexia diagnosis.     

美丽“酷刑”

你照镜子时,看到了什么?你看到了最满意的自己吗?大概不会。因为我们大多数人都会不自觉地盯着自己那再熟悉不过的缺点看,我们极度希望能改变自己——眉头的皱纹和鱼尾纹,或是双眼下皮箱似的的眼袋(我个人的难看之处)。但我是个男人。男人和女人在外貌方面所承受的日常压力是不一样的。不管是广告、同辈压力还是配偶或父母的善意提点,女人的形象常常受到攻     

家暴:幸福背后的一抹忧伤

提起家暴这个话题,脑子里一直闪着由汤唯主演的曾为她夺下多个影后的电影《晚秋》。片中的主角安娜正是一个因家暴而弑夫入狱的女子。汤唯曾在一篇专访里透露,起初,她无法理解,家暴怎么会导致最终的犯罪。她无法想象,相爱的两个人怎么会有家暴,为何无法解决,为何让矛盾冲突越来越深?有一天,汤唯在西雅图的语言老师突然跟她说:"上完课,我带你去个地方。"在一个湖边,她的语言老师——一个金发美女,一坐下,就开始讲她自己的故事。她曾遭遇过很严重的家庭暴力,甚至到动刀子的地步。老师从没跟别人说过这段经历,她现在有了新家庭,但希望这段经历能帮助汤