A Review of Empirical Evidence and Practical Considerations For Early Childhood Classroom Observation Scales

Authors

  • Lia E Sandilos Temple University
  • James C. DiPerna The Pennsylvania State University

DOI:

https://doi.org/10.55370/hsdialog.v17i2.158

Keywords:

classroom observation scale, early childhood education, review

Abstract

The current article presents a critical review of empirical evidence for six observation scales commonly used in practice to evaluate the quality of the early childhood classroom environment. Specifically, the theoretical foundation, content, and psychometric properties are reviewed for each scale. Based on the strengths and limitations of the evidence for each measure, recommendations are made regarding use of these specific systems in early education settings.

Author Biographies

Lia E Sandilos, Temple University

Lia E. Sandilos, Ph.D., NCSP is currently a postdoctoral research fellow at Temple University in the Department of Communication Sciences and Disorders.

James C. DiPerna, The Pennsylvania State University

James C. DiPerna, Ph.D. is currently an Associate Professor of Education in the Department of School Psychology at The Pennsylvania State University.

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Published

2013-09-04

Issue

Vol. 17 No. 2

Section

Dialog from the Field

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