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Direct linkNg, Ee Lynn; Bull, Rebecca; Bautista, Alfredo; Poon, Kenneth – International Journal of Early Childhood, 2021
The "Pre-K Classroom Assessment Scoring System" (CLASS) is commonly used to measure three domains of teacher-child interactional quality in preschool classrooms (Emotional Support, Classroom Organization, and Instructional Support). However, there is considerable debate regarding the validity of its three-domain factor structure and the…
Descriptors: Classroom Environment, Preschool Education, Early Intervention, Foreign Countries
Download full textHanno, Emily C. – Educational Researcher, 2022
Coaching is an increasingly used professional development approach involving ongoing, individualized teacher-coach exchanges hypothesized to drive immediate changes in teachers' practices with students. Examining this hypothesis, the present study quantifies marginal changes after individual coaching cycles in a set of commonly considered,…
Descriptors: Educational Quality, Coaching (Performance), Faculty Development, Educational Change
Melissa Kearney Martino – ProQuest LLC, 2020
Professional learning for teachers has become a staple in today's education continuous improvement system. Federal programs such as the Race to the Top Early Learning Challenge Program (RTTT), Every Student Succeeds Act of 2015, Elementary and Secondary Education Act and others have supported funds over the years to account for developing…
Descriptors: Preschool Teachers, Faculty Development, Classroom Environment, Federal Legislation
Kim, Taeyoung; Lee, Jaekyung – Educational Research and Evaluation, 2020
Extending conventional value-added models (VAM) of teacher effects that focus on the estimation of average effects for excellence, this study examines "distributive" effects for equity. Using multilevel regression models, the study addresses two research questions to inform educational policy for teacher improvement and accountability.…
Descriptors: Teacher Effectiveness, Teacher Evaluation, Equal Education, Achievement Gap
Julie Cohen; Luke C. Miller; Rosalie Chung; Emily Wiseman; Erik Ruzek – Journal of Education, 2024
Helping students engage with complex texts has been a longstanding challenge, though teachers have received little guidance about practices that help students in engaging with texts. This paper provides a range of empirical evidence about a tool designed to provide formative insight into text-focused teaching, which we used to reliably score more…
Descriptors: Reading Instruction, Teaching Methods, Reader Text Relationship, Reading Research
Song, Mengli; Wayne, Andrew J.; Garet, Michael S.; Brown, Seth; Rickles, Jordan – Journal of Research on Educational Effectiveness, 2021
This study was designed to assess the impact of providing teachers and principals with performance feedback on instructional practice, principal leadership, and student achievement. The teacher and principal performance feedback that was the focus of the study's intervention incorporated promising features of educator performance measures…
Descriptors: Job Performance, Teacher Evaluation, Administrator Evaluation, Principals
