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Session Type: Paper Symposium
Numerous studies provide strong evidence that high quality early care and education (ECE) contributes to positive school readiness outcomes for young children (e.g., Mashburn, et.al, 2008; Burchinal, et.al., 2010). Major expansions in Federal and State ECE policies and investments to support school readiness outcomes has led to increased emphasis on accountability systems, including those for the fast growing population of dual language learners (DLLs) served by these programs (ACF, 2013; Espinosa and Lopez, 2007). One of the challenges faced today by policymakers, researchers, and educators is the need to develop the most equitable and psychometrically sound monitoring and quality improvement approaches to assessing classroom environments and instructional practices that best meet the educational needs of DLLs (Downer, et. al., 2010).
This session will highlight the conceptual underpinnings of emerging quality measurement approaches and their relevance in accurately capturing the specific learning needs of young DLLs. The first paper examines the combined use of the CLASS (overall classroom quality) plus the CASEBA, a measure of DLL instructional quality, with preschool-aged DLL children in Florida. The second study used the CLASS plus the LISN, an observational measure of language interactions, in study in CA serving a high proportion of DLLs. The third paper examines the purpose and uses of the Classroom Assessment of Sociocultural Interactions, a newly developed measure that captures cultural dimensions of classroom interactions. This session highlights the continued need to support measurement development to better understand instruction and ensure equitable and positive outcomes for this growing population of DLLs.
Examining Classroom Quality for Dual Language Learners: The Use of Two Observational Tools - Presenting Author: Lisa J. White, Department of Psychology, University of Miami; Veronica Fernandez, University of Miami
Supporting Dual Language Learners in Preschool - Presenting Author: Sally Atkins-Burnett, Mathematica Policy Research, Inc.; Emily Moiduddin, Mathematia Policy Research; Judith Cannon, Mathematica Policy Research
Measuring Cultural Aspects of Teacher-Child Interactions to Enrich Opportunities for Young Latino Children - Presenting Author: Bryant Jensen, Brigham Young University; Rebeca Mejía Arauz, Universidad ITESO, México