Measures Developed by our Staff

Below are descriptions of the measures. Each measure is linked to a more detailed summary including validity evidence, research, and further references. If you are interested in using these measures, please contact us.

How to cite the measures

The Use of Center Time (Lambert & Brewer, 2006) is a 5 point scale created to evaluate both the lead teacher’s behavior and the assistant teacher’s behavior during child directed activities. It measures the extent to which the teacher uses center time to instruct, assist, encourage, assess, and engage students.

The Classroom Appraisal of Resources and Demands Inventory (CARD)

The Classroom Appraisal of Resources and Demands (preschool and school-age version; Lambert, Abbott-Shim, & McCarthy, 2001; Lambert, McCarthy, & Abbott-Shim, 2001) measures the situationally specific nature of teacher stress by examining teachers’ perceptions of classroom demands and available resources. In addition, the CARD preschool and school- age versions (German language version, Lambert, McCarthy, Abbott-Shim, & Ullrich, 2008) were translated into German. Other versions of the measure include the CARD Middle and High School Version: Lambert, McCarthy, Abbott-Shim, and Fisher (2008) adapted the CARD school-age version to middle and high school settings. CARD School Counselor Version: McCarthy and Lambert (2008) adapted the CARD school-age version for use by school counselors.

The Policy and Program Management Inventory (PMI) was designed to measure management climate in Head Start programs (Lambert, Abbott-Shim & Oxford-Wright, 1999) Particular attention was paid to the voice of Head Start teachers and their perceptions of administrators.

The Preventive Resource Inventory (PRI) The Preventive Resources Inventory (PRI) was specifically created to assess preventive coping resources (McCarthy & Lambert, 2001; Lambert et al., 2006). It is a self-report measure designed to explore level of agreement with statements related to personal habits and perceived ability to prevent stressful reactions to life circumstances. In addition, the PRI (German language version, McCarthy, Lambert, and Ullrich, 2008) was translated into German.

The PKKTPAI (Lambert, Rowland, Wheeler, Ullrich & Bird, 2008) is used by mentors and evaluators in the Office of School Readiness/Teach Licensure to assess pre-k teaching practices. It consists of Five Major Functions, 20 Standards, and 79 Indicators of evidence that reflect evidenced-based research and universal beliefs, skills, and knowledge related to developmentally appropriate teaching practice for children from birth to kindergarten.