关于教育环境质量的CLASS和ECERS-R估计之间的相似之处和差异
Daria Bukhalenkova1, Olga Almazova2, Margarita Aslanova1
1Department of Educational Psychology and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russia.
Frontiers in psychology
|September 18, 2023
概括
这项研究比较了幼儿园环境评级尺度修订 (ECERS-R) 和课堂评估评分系统 (CLASS) 来评估幼儿园质量. 调查结果显示,这两种方法都为教育环境提供了互补的见解.
科学领域:
- 幼儿教育 儿童早期教育
- 教育心理学教育心理学
- 发展心理学 发展心理学
背景情况:
- 评估幼儿园教育环境的质量对于儿童的发展至关重要.
- 现有的评估工具,如ECERS-R和CLASS,有不同的方法.
- 了解这些工具之间的协调和分歧对于准确的质量评估至关重要.
研究的目的:
- 使用ECERS-R和CLASS方法比较幼儿园教育环境的质量评估.
- 调查莫斯科幼儿园ECERS-R和CLASS评估之间的相关性和一致性.
- 从文化历史心理学角度分析评估结果.
主要方法:
- 在83个莫斯科幼儿园小组中应用ECERS-R和CLASS评估工具,其中包括5-7岁的学龄前儿童.
- 相关性分析以确定ECERS-R分级/总分数和CLASS领域之间的关系.
- 基于每种方法,对按教育环境质量低和高分类的群体进行比较分析.
主要成果:
- 虽然ECERS-R分量表与"情感支持"CLASS领域的相关性有限,但与ECERS-R总分数相关.
- "课堂组织"的CLASS域与ECERS-R子尺度和总分数的相关性最为显著.
- 在ECERS-R和CLASS评估之间发现了良好的总体一致性,尽管观察到的是非线性关系,一些高的CLASS分数与平均低的ECERS-R分数相对应.
结论:
- 在幼儿园教育环境质量方面,ECERS-R和CLASS方法提供了互补的观点.
- 虽然这些方法总体上是一致的,但它们揭示了质量评估中的细微差别,突出了它们的研究结果之间的非线性关系.
- 将ECERS-R和CLASS的见解整合起来,可以更全面地了解幼儿教育环境.
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