Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
Source
| Grantee Submission | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
| Preschool Education | 1 |
Audience
Location
| California (Stockton) | 1 |
| Connecticut (Hartford) | 1 |
| Illinois (Chicago) | 1 |
| New York (New York) | 1 |
| North Carolina (Charlotte) | 1 |
| Ohio (Columbus) | 1 |
| Ohio (Dayton) | 1 |
| Rhode Island (Providence) | 1 |
| Tennessee (Memphis) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full text
Direct linkSandilos, Lia E.; Goble, Priscilla; Rimm-Kaufman, Sara E.; Pianta, Robert C. – Grantee Submission, 2018
The present study examines the extent to which participation in a 14-week professional development course designed to improve teacher-child interactions in the classroom moderated the relation between teacher-reported job stress and gains in observed teacher-child interaction quality from the beginning to the end of the intervention. Participants…
Descriptors: Faculty Development, Teacher Student Relationship, Interaction, Program Effectiveness
