The "My Teaching Partner-Secondary" (MTPS) program demonstrated improvements in classroom interactions and student outcomes in secondary schools using one-on-one coaching between study staff and teachers. Despite promising results, the time, cost, and oversight from a university research team may pose barriers to adoption of coaching…

This study evaluates a model for considering domain-general and domain-specific associations between teacher-child interactions and children's development, using a bifactor analytic strategy. Among a sample of 325 early childhood classrooms there was evidence for both general elements of teacher-child interaction (responsive teaching) and…

Research Findings: Effects on children's school readiness were evaluated for 2 interventions focused on improving teacher-student interactions (coursework, coaching) implemented sequentially across 2 years. Teachers from public prekindergarten programs in 10 locations were assigned randomly to treatment or control conditions in each year.…

Parents, professionals, and policymakers agree that quality is crucial for early education. But precise, consistent, and valid definitions of quality have been elusive. In this article, Robert Pianta, Jason Downer, and Bridget Hamre tackle the questions of how to define quality, how to measure it, and how to ensure that more children experience…

Advocates call for schools with high suspension rates to receive technical assistance in adopting "proven-effective" systematic supports. Such supports include teacher professional development. This call is justified given evidence that good teaching matters. But what types of professional development should be funded? Increasingly,…

My Teaching Partner-Secondary (MTP-S) is a web-mediated coaching intervention, which an initial randomized trial, primarily in middle schools, found to improve teacher-student interactions and student achievement. Given the dearth of validated teacher development interventions showing consistent effects, we sought to both replicate and extend…

In our study, we examined variation in mentoring aspects of an induction program for 77 novice teachers and associations with self-efficacy, reflection, and quality of student-teacher interactions. Mentors' previous experience and full- vs. part-time status predicted novices' perception of support, reflection, and observed student-teacher…

Multilevel modeling techniques were used with a sample of 643 students enrolled in 37 secondary school classrooms to predict future student achievement (controlling for baseline achievement) from observed teacher interactions with students in the classroom, coded using the Classroom Assessment Scoring System--Secondary. After accounting for prior…

Over a decade ago, Bredekamp asserted (1996) that the field of early childhood education lacked a research base to document the effectiveness of approaches to producing highly skilled and effective early educators. The National Center for Research in Early Childhood Education's (NCRECE) Course and MyTeachingPartner (MTP) Coaching were developed to…

In the current study characteristics of the teacher and classroom that influence teacher responsiveness to the course or consultancy are explored. If classroom quality or characteristics of teachers, such as anxiety levels or efficacy in teaching prior to intervention participation are predictive of responsiveness, then future programs will be…

Multilevel modeling techniques were used with a sample of 643 students enrolled in 37 secondary school classrooms to predict future student achievement (controlling for baseline achievement) from observed teacher interactions with students in the classroom, coded using the Classroom Assessment Scoring System--Secondary. After accounting for prior…

Improving teaching quality is widely recognized as critical to addressing deficiencies in secondary school education, yet the field has struggled to identify rigorously evaluated teacher-development approaches that can produce reliable gains in student achievement. A randomized controlled trial of My Teaching Partner-Secondary--a Web-mediated…

The National Center for Research on Early Childhood Education's (NCRECE) program of research is a series of experimental studies of specific approaches to training early childhood (EC) educators to be effective in implementation of curriculum and instructional interactions focused on promoting language and literacy skills, two domains that operate…

Over the past five decades, the federal government and most states have invested heavily in providing publicly-funded child care and early education opportunities for 3- and 4-year-old children from low-income families. Policy makers and parents want to identify "the level" or "threshold" in quality of teacher-child interaction…

Research Findings: This article is a natural follow-up to intent-to-treat findings indicating that the MyTeachingPartner Consultancy, inclusive of online video resources and Web-mediated consultation, improved the quality of pre-K teachers' interactions with children. This study takes a close look at implementation fidelity within the effective…