Download full textERIC Number: ED544020
Record Type: Non-Journal
Publication Date: 2012-Apr-2
Pages: 2
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
A Course on Effective Teacher-Child Interactions. Research Brief
Hamre, 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
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., 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," 49(1), 88-123. (EJ955260)]
Descriptors: Teacher Student Relationship, Early Childhood Education, Teacher Attitudes, Preschool Teachers, Knowledge Base for Teaching, Pedagogical Content Knowledge, Educational Practices, Control Groups, Experimental Groups, Teaching Skills, Emotional Intelligence, Program Effectiveness, Inservice Teacher Education, Preschool Evaluation
National Center for Research on Early Childhood Education. 350 Old Ivy Way Suite 100, Charlottesville, VA 22903. Tel: 866-301-8278; e-mail: castl@virginia.edu; Web site: http://curry.virginia.edu/research/centers/castl/project/ncrece
Publication Type: Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: National Center for Research on Early Childhood Education (NCRECE)
IES Funded: Yes
Grant or Contract Numbers: R305A060021
