Antognini, Katharina; Altmeyer, Simona; Eberli, Ramona; Lanfranchi, Andrea; Gasser, Luciano (2026). Validation of the Classroom Assessment Scoring System in Inclusive Upper Elementary Classrooms in Switzerland. European Journal of Education, 61 (4), pp. 1-13 Wiley. 10.1111/ejed.70841
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A high interaction quality is the cornerstone for successful academic and socio-emotional development in children. The Classroom Assessment Scoring System (CLASS) is a reliable and valid tool to develop high-quality interactions in regular classrooms across cultures. The current paper aimed to study and to extend the reliability and validity of the CLASS-Upper Elementary version (CLASS-UE) to inclusive upper elementary classrooms in Switzerland, using data of co-teaching teams from 64 Grade 3–6 classrooms across 14 cantons. Results showed good to excellent interrater reliability (IRR) across different measures for IRR. Furthermore, a multi-level confirmatory factor analysis indicated a good fit of the theoretically proposed three-factor structure, with some modifications (e.g., cross-loading). These results are promising with regard to developing interaction quality in inclusive classrooms.
Item Type: |
Journal Article (Original Article) |
|---|---|
PHBern Contributor: |
Lanfranchi, Andrea, Gasser, Luciano |
ISSN: |
1465-3435 |
Publisher: |
Wiley |
Projects: |
[20 w 0011 01] Steigerung der Qualität der Unterrichtsinteraktionen in integrativen Regelklassen Official URL |
Language: |
English |
Submitter: |
Luciano Gasser |
Date Deposited: |
21 Oct 2026 11:35 |
Last Modified: |
21 Oct 2026 12:53 |
Publisher DOI: |
10.1111/ejed.70841 |
Uncontrolled Keywords: |
classroom quality, co-teaching, factor analysis, inclusion, special education, systematic observation |
PHBern DOI: |
10.57694/8177 |
URI: |
https://phrepo.phbern.ch/id/eprint/8177 |
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