Classroom Assessment Scoring System(Tm) (Class(Tm)) Forms (Vital Statistics), 10 Booklets

Product Descriptionavailable In Packages Of 10 Booklets, Each With 6 Observation Sheets, 7 Notetaking Pages And 1 Scoring Summary Sheet, These Are The Forms Needed To Conduct The Classroom Assessment Scoring System(Class) Observation. (Also Available In Spanish!)These Forms Are A Part Of Class, The Bestselling Classroom Observational Tool That Measures Interactions Between Children And Teachersa Primary Ingredient Of Highquality Early Educational Experiences. With Versions For Infant Programs, Toddler Programs, Prek (In English And Spanish), And K3 Classrooms, The Reliable And Valid Class Tool Establishes An Accurate Picture Of The Classroom Through Brief, Repeated Observation And Scoring Cycles And Effectively Pinpoints Areas For Improvement.Learn More About The Entire Class System.ReviewResults From Observations With Class Allow Teachers To See Their Areas Of Strength As Well As Pinpoint Specific Teacher Behaviors That Need To Be Changed Or Modified In Order To Improve Classroom Practice And Positively Influence The Academic And Social Development Of Elementary Students. .About The Authorrobert C. Pianta, Ph.D., Is Dean Of The Curry School Of Education, Director Of The Center For Advanced Study In Teaching And Learning And Novartis U.S. Foundation Professor Of Education At The University Of Virginia, Charlottesville. A Former Special Education Teacher, Dr. Pianta Is A Developmental, School, And Clinical Child Psychologist Whose Work Focuses On Assessment And Improvement Of Teacherstudent Interactions And Their Role In Fostering Children'S Learning And Development.Dr. Pianta Is A Principal Investigator On Several Major Grants Including The National Center For Research In Early Childhood Education And The Virginia Education Sciences Training Program, And He Has Worked Closely With The Gates Foundationfunded Measure Of Effective Teaching Project.He Is The Author Of More Than 250 Journal Articles, Chapters, And Books In The Areas Of Early Childhood Education, Teacher Performance Assessment, Professional Development, And Teacherchild Relationships, And He Consults Regularly With Federal Agencies, Foundations And Universities.Karen M. La Paro, Ph.D., Is Associate Professor In The Department Of Human Development And Family Studies At The University Of North Carolina At Greensboro. Dr. La Paro Teaches Undergraduate And Graduate Courses In Theory And Research As Well As Supervises Practicum Students In Early Childhood Classrooms. Her Areas Of Research Relate To Issues Of Quality In Early Childhood Classrooms And The Development Of Effective Teachers. This Work Addresses Critical Needs In Supervision, Support, And Reflection Of Preservice Teacher Development, And She Has Authored Several Peerreviewed Manuscripts In These Areas. Dr. La Paro Works On Both Research And Community Projects Focused On Professional Development For Both Inservice And Preservice Teachers Utilizing Innovative Strategies For Supervision, Coaching, And Mentoring. She Spent Several Years As Research Faculty With The Eunice Kennedy Shriver National Institute Of Child Health And Human Development Study Of Early Child Care As Well As The National Center For Early Development And Learning At The University Of Virginia.Bridget K. Hamre, Ph.D., Is Research Associate Professor In The Curry School Of Education And Associate Director Of University Of Virginias Center For Advanced Study Of Teaching And Learning (Castl). Dr. Hamres Areas Of Expertise Include Studentteacher Relationships And Classroom Processes That Promote Positive Academic And Social Development For Young Children, And She Has Authored Numerous Peerreviewed Manuscripts On These Topics. This Work Documents The Ways In Which Early Teacherchild Relationships Are Predictive Of Later Academic And Social Development And The Ways In Which Exposure To Highquality Classroom Social And Instructional Interactions May Help Close The Achievement Gap For Students At Risk Of