An Investigation of Classroom Quality and Expressive Vocabulary Development of Pre-Kindergarten Students in Urban Classroom Settings

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Curriculum and Instruction

Date of Award

Fall 2021

Abstract

The purpose of this study was to examine the relationship between classroom quality and the expressive vocabulary development of prekindergarten (Pre-K) students. Classroom quality was measured using the Classroom Assessment Scoring System (CLASS; Pianta et al., 2007b). Additionally, The Center for Improving Readiness of Children for Learning and Education (CIRCLE) assessment, created by Children’s Learning Institute (2021), was used to measure the expressive vocabulary. Interactions, according to the domains and dimensions of the CLASS tool and their possible relationship with expressive vocabulary of Pre-K in general education classrooms, were examined. Demographic data for both teachers (gender and ethnicity) and students (gender and ethnicity) were collected to describe the sample.Data were collected from a large, urban school district in north Texas. The district is composed of about 155,000 students, of which 13,000 are enrolled in the Pre-K program for 4-year-olds. There are approximately 500 Pre-K classrooms in the district. Twelve general education classrooms with certified teachers were randomly selected to participate in the study. There were approximately 80-96 students represented in the study. It was hypothesized that there would be a statistically significant difference in vocabulary development from fall to spring of the academic school year and the growth scores on the three domains of classroom quality would predict students’ expressive vocabulary growth.

Advisor

David L. Brown

Subject Categories

Curriculum and Instruction | Early Childhood Education | Education

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