Design Principles for Accelerating Student Learning with High-Impact Tutoring (updated June 2024)
Category: Student Learning
Instrument Overview
The APEEC was developed to provide a useful tool for both practitioners and researchers who want to understand Elementary school practices (K‐3) in general education classrooms serving children with and without disabilities. The APEEC does not measure specific curriculum content or in‐depth teacher‐child interactions” (Hemmeter, Maxwell, Ault, & Schuster, 2001, p. 1). “The APEEC (Maxwell, McWilliam, Hemmeter, Ault, & Schuster, 2001) measures three domains of classroom practices: physical environment, curriculum and instructional context, and social context.
Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
Organization
Student Well-Being Category
American Institutes for Research® partnered with the Annenberg Institute at Brown University to collect instruments related to student well-being.
Content
Grades
Kindergarten,
1st Grade,
2nd Grade,
3rd Grade,
4th Grade,
5th Grade
Keywords
Instructional Support
Respondent
Observer,
Other
Administration Information
Length
16 items
Access and Use
Developer
Teachers College Press
Setting
Afterschool,
Classroom
Psychometrics (additional guidance)
Psychometric References
Arnett, J. (1989). Caregivers in day‐care centers: Does training matter? Journal of Applied Developmental Psychology, 10, 541‐552.
Buchanan, T. K., Burts, D. C., Bidner, J., White, F., & Charlesworth, R. (1998). Predictors of the developmentally appropriateness of the beliefs and practices of first, second, and third grade teachers. Early Childhood Research Quarterly, 13, 459‐483.
Charlesworth, R., Hart, C. H., Burts, D. C., Thomasson, R. H., Mosley, J., & Fleege, P. O. (1993). Measuring the developmental appropriateness of kindergarten teachers. Early Childhood Research Quarterly, 8, 255‐276.
Child Trends. (2007, November). Quality in early childhood care and education settings: A compendium of measures. Child Trends: Washington, DC.
Chomat‐Mooney, L. I., Pianta, R.C., Hamre, B.K., Mashburn, A., Luckner, A.E., Grimm, K.J., Wang, L., Curby, T.W., & Downer, J. (2008). A practical guide for conducting classroom observations – A summary of issues and
evidence for researchers. Charlottesville: University of Virginia, Center for Advanced Study of Teaching and Learning.
Daly, E. J., & Dolgos, K. A. (2003). Test review of the Assessment of Practices in Early Elementary Classrooms. In B. S. Plake, , J. C. Impara, & R. A. Spies (Eds.), The fifteenth mental measurements yearbook. Lincoln, NE: The Buros Institute of Mental Measurements.
Hemmeter, M. L., Maxwell, K. L., Ault M. J., & Schuster J. W. (2001). Assessment of Practices in Early Elementary Classrooms (APEEC). Teachers College Press: New York, NY.
Maxwell, K. L., McWilliams, R. A., Hemmeter, M. L, Ault, M. J., & Schuster, J. W. (2001). Predictors of developmentally appropriate classroom practices in kindergarten through third grade. Early Childhood Research Quarterly, 16, 431‐452.
Van Horn, M. L., & Ramey, S. L. (2004). A new measure for assessing developmentally appropriate practices in early elementary school, A developmentally appropriate practice template. Early Childhood Research
Quarterly, 19, 569‐587.
