유아 교육 환경 개선을 위한 CLASS™의 이해와 활용: Hedges의 표준화된 평균차를 이용한 미국과 핀란드 CLASS™ 결과의 메타분석 = The Classroom Assessment Scoring System (CLASS™), Pre-K in USA and Finland: a meta-analysis

다국어 초록 (Multilingual Abstract)

The purpose of this study is to introduce the Classroom Assessment Scoring System or CLASS™(Pianta, LaParo, & Hamre, 2008) and to examine the culturally-driven variations in CLASS™ scores between American and Finnish teachers. The CLASS™ is a holistic and objective observational tool which assesses the quality of classrooms. This tool contains ten dimensions categorized into three key domains. The USA CLASS™ data came from the Head Start on Science project (teacher N=66) and the data from Finland were from Pakarinen et al.’s study published in 2010 (teacher N=49). Meta-analysis was conducted to compare the scores of CLASS™ domains and dimensions between the two countries. Overall, American and Finnish teachers had similar score patterns in three of the domains. However, the effect size (Hedges’ g) showed that there were some score differences between the two countries. The teachers in the US were significantly higher-performing in emotional support and classroom organization than the Finnish teachers were, whereas the Finnish teachers had significantly higher scores on instructional support than the US teachers. These differences may be driven by how teaching practices are implemented in each culture. The findings suggest that CLASS™ can be used as a valid and reliable measure of overall classroom quality and as good training material in professional development programs in diverse countries.

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