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

作者：Hongli Li, Jingxuan Liu, Charles Vincent Hunter · 发表于：The Journal of Experimental Education · 年份：2019 · DOI：10.1080/00220973.2018.1551184 · 被引用次数：49 · 研究领域：Educational and Psychological Assessments、Early Childhood Education and Development、Teacher Education and Leadership Studies

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.