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Download full textHamre, Bridget K.; Pianta, Robert C.; Burchinal, Margaret; Field, Samuel; LoCasale-Crouch, Jennifer; Downer, Jason T.; Howes, Carollee; LaParo, Karen; Scott-Little, Catherine – National Center for Research on Early Childhood Education, 2012
This study found that teachers who were randomly assigned to take a 14-week course on effective teacher-child interactions demonstrated significant changes in beliefs and knowledge about effective practices and provided more stimulating and engaging interactions in the classroom. [This research brief is based on: Hamre, B. K., Pianta, R. C.,…
Descriptors: Teacher Student Relationship, Early Childhood Education, Teacher Attitudes, Preschool Teachers
Peer reviewed
Direct linkHamre, Bridget K.; Pianta, Robert C.; Burchinal, Margaret; Field, Samuel; LoCasale-Crouch, Jennifer; Downer, Jason T.; Howes, Carollee; LaParo, Karen; Scott-Little, Catherine – American Educational Research Journal, 2012
Among 440 early childhood teachers, half were randomly assigned to take a 14-week course on effective teacher-child interactions. This course used the Classroom Assessment Scoring System (CLASS) as the basis to organize, describe, and demonstrate effective teacher-child interactions. Compared to teachers in a control condition, those exposed to…
Descriptors: Early Childhood Education, Teacher Student Relationship, Beliefs, Knowledge Base for Teaching
Scott-Little, Catherine; Kagan, Sharon Lynn; Frelow, Victoria Stebbins – SERVE Center for Continuous Improvement at UNCG, 2005
This executive summary describes a study that analyzes the content of early learning standards, operationally defined as documents that articulate expectations for children's development and learning during the preschool period (ages three to five years). Standards from 36 states were collected and analyzed to address the following research…
Descriptors: Content Analysis, School Readiness, Literature Reviews, Preschool Education
