Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for more information on Research and Evaluation in Education and Psychology, 3e

Click here for more information on Research and Evaluation in Education and Psychology, 3e

Sign In to gain access to subscriptions and/or personal tools.
Educational and Psychological Measurement
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Schweinhart, L. J.
Right arrow Articles by Larner, A. M.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Observing Young Children in Action to Assess their Development: The High/Scope Child Observation Record Study

Lawrence J. Schweinhart

High/Scope Educational Research Foundation

Shannan Mcnair

High/Scope Educational Research Foundation

Helen Barnes

High/Scope Educational Research Foundation

And Mary Larner

High/Scope Educational Research Foundation

The High/Scope Child Observation Record (COR) measures the developmental status of young children 21/2 to 6 years old as affected by early childhood education. A study of COR ratings of children's behavior by 64 teams of COR-trained Head Start teachers and assistant teachers in southeastern Michigan demonstrated the COR's reliability and concurrent validity. COR ratings by teachers had alpha reliability coefficients of .66 to .93 and Pearson product-moment correlations of .57 to .76 with COR ratings of the same children by assistant teachers. The COR study demonstrated the concurrent validity of COR ratings by teachers by Pearson product-moment correlations of .37 to .53 with similar scores on the McCarthy Scales of Children's Abilities; .51 to .61 with children's ages; .00 to .07 with children's sex; and .00 to .28 with mothers' and fathers' schooling and employment status, respectively.

Educational and Psychological Measurement, Vol. 53, No. 2, 445-455 (1993)
DOI: 10.1177/0013164493053002014
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 LSHSSHome page
K. Hebbeler and R. Rooney
Accountability for Services for Young Children With Disabilities and the Assessment of Meaningful Outcomes: The Role of the Speech-Language Pathologist
Lang Speech Hear Serv Sch, October 1, 2009; 40(4): 446 - 456.
[Abstract] [Full Text] [PDF]

Home page
 Journal of Psychoeducational AssessmentHome page
Y. Sekino and J. Fantuzzo
Validity of the Child Observation Record: An Investigation of the Relationship between Cor Dimensions and Social-Emotional and Cognitive Outcomes for Head Start Children
Journal of Psychoeducational Assessment, September 1, 2005; 23(3): 242 - 260.
[Abstract] [PDF]