The DOI matches its Crossref record; 83 of the 83 references it cites were found in a registry or an index.
A Course on Effective Teacher-Child Interactions: Effects on Teacher Beliefs, Knowledge, and Observed Practice
Abstract
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 the course reported more intentional teaching beliefs and demonstrated greater knowledge of and skills in detecting effective interactions. Furthermore, teachers who took the course were observed to demonstrate more effective emotional and instructional interactions. The course was equally effective across teachers with less than an associate’s degree as well as those with advanced degrees. Results have implications for efforts to improve the quality of early childhood programs through the higher education system.
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Cites
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Teachers' beliefs and educational research: cleaning up a messy construct
Pajares, M. F. (1992) · Review of Educational Research · doi:10.3102/00346543062003307 · Cited by 9,007
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National Association for the Education of Young Children
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Dynamic Memory: A Theory of Reminding and Learning in Computers and People
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Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., Burchinal, M., Early, D. M., & Howes, C. (2008) · Child Development · doi:10.1111/j.1467-8624.2008.01154.x · Cited by 1,867
Self-citationOral language and code-related precursors to reading: Evidence from a longitudinal structural model.
Bracken, S. S., & Whitehurst, G. J. “. (2002) · Developmental Psychology · doi:10.1037//0012-1649.38.6.934 · Cited by 1,692
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Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs
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Hamre, B., Hatfield, B., Pianta, R., & Jamil, F. (2014) · Child Development · doi:10.1111/cdev.12184 · Cited by 592
Self-citationEgert, F., Fukkink, R. G., & Eckhardt, A. G. (2018) · Review of Educational Research · doi:10.3102/0034654317751918 · Cited by 384
The Effect of Professional Development on Multilingual Education in Early Childhood in Luxembourg
Kirsch, C., & Aleksić, G. (2018) · Review of European Studies · doi:10.5539/res.v10n4p148 · Cited by 48
Metadata
- Authors
- Hamre, B. K., Pianta, R. C., Burchinal, M., Field, S., LoCasale-Crouch, J., Downer, J. T., Howes, C., LaParo, K., & Scott-Little, C.
- Venue
- American Educational Research Journal
- Published
- 2012-02
- Volume
- 49
- Issue
- 1
- Pages
- 88-123
- ISSN
- 0002-8312 (ISSN-L)
- 1935-1011
- OpenAlex
- W2128581962
- Cited by
- 469
- References
- 83
- FWCI
- 155.92
- Type
- journal article
- Language
- en
- Open access
- closed
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- Hamre, B. K., Pianta, R. C., Burchinal, M., Field, S., LoCasale-Crouch, J., Downer, J. T., Howes, C., LaParo, K., & Scott-Little, C. (2012). A Course on Effective Teacher-Child Interactions: Effects on Teacher Beliefs, Knowledge, and Observed Practice. American Educational Research Journal. https://doi.org/10.3102/0002831211434596
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
