ABSTRACT

The goal of this study was to analyse changes in classroom interaction quality in 85 early childhood classrooms in vulnerable social contexts in Santiago de Chile which participated in the first year of a professional development programme. Classroom interaction quality was measured using the Classroom Assessment Scoring System (CLASS) at the beginning and end of the school year. Contingency tables were built in the experimental and control groups and subsequently analysed with the chi-square and odds ratio. Results show that most classrooms maintained low quality levels, even after having received the intervention. A significant decrease in quality level of emotional support was also observed in the control group. These results have important implications for quality evaluation policy and practices and for the design and implementation of professional development programmes in early childhood education.

摘要

本研究的目的是分析智利圣地亚哥 85 个处于弱势社会环境中的早期儿童课堂的课堂互动质量变化，这些课堂参与了专业发展项目的第一年。在学年开始和结束时使用课堂评估评分系统（CLASS）测量课堂互动质量。在实验组和对照组中建立列联表，然后用卡方和优势比进行分析。结果表明，即使在接受干预之后，大多数教室的质量水平仍然很低。在对照组中也观察到情感支持的质量水平显着下降。