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A Course on Effective Teacher-Child Interactions: Effects on Teacher Beliefs, Knowledge, and Observed Practice

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Title: A Course on Effective Teacher-Child Interactions: Effects on Teacher Beliefs, Knowledge, and Observed Practice
Language: English
Authors: Hamre, Bridget K., Pianta, Robert C., Burchinal, Margaret, Field, Samuel, LoCasale-Crouch, Jennifer, Downer, Jason T., Howes, Carollee, LaParo, Karen, Scott-Little, Catherine
Source: American Educational Research Journal. Feb 2012 49(1):88-123.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 36
Publication Date: 2012
Contract Number: R305A060021
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Early Childhood Education, Teacher Student Relationship, Beliefs, Knowledge Base for Teaching, Pedagogical Content Knowledge, Educational Practices, Control Groups, Experimental Groups, Teaching Skills, Emotional Intelligence, Program Effectiveness, Inservice Teacher Education, Aptitude Treatment Interaction, Protocol Analysis, Likert Scales, Teacher Attitudes, Preschool Evaluation, Preschool Teachers
DOI: 10.3102/0002831211434596
ISSN: 0002-8312
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. (Contains 2 notes, 4 tables, and 2 figures.)
Abstractor: As Provided
Number of References: 92
IES Funded: Yes
Entry Date: 2012
Accession Number: EJ955260
Database: ERIC
FullText Text:
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: A Course on Effective Teacher-Child Interactions: Effects on Teacher Beliefs, Knowledge, and Observed Practice
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  Data: <searchLink fieldCode="AR" term="%22Hamre%2C+Bridget+K%2E%22">Hamre, Bridget K.</searchLink><br /><searchLink fieldCode="AR" term="%22Pianta%2C+Robert+C%2E%22">Pianta, Robert C.</searchLink><br /><searchLink fieldCode="AR" term="%22Burchinal%2C+Margaret%22">Burchinal, Margaret</searchLink><br /><searchLink fieldCode="AR" term="%22Field%2C+Samuel%22">Field, Samuel</searchLink><br /><searchLink fieldCode="AR" term="%22LoCasale-Crouch%2C+Jennifer%22">LoCasale-Crouch, Jennifer</searchLink><br /><searchLink fieldCode="AR" term="%22Downer%2C+Jason+T%2E%22">Downer, Jason T.</searchLink><br /><searchLink fieldCode="AR" term="%22Howes%2C+Carollee%22">Howes, Carollee</searchLink><br /><searchLink fieldCode="AR" term="%22LaParo%2C+Karen%22">LaParo, Karen</searchLink><br /><searchLink fieldCode="AR" term="%22Scott-Little%2C+Catherine%22">Scott-Little, Catherine</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22American+Educational+Research+Journal%22"><i>American Educational Research Journal</i></searchLink>. Feb 2012 49(1):88-123.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: Y
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  Data: 36
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
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  Data: 10.3102/0002831211434596
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  Data: 0002-8312
– Name: Abstract
  Label: Abstract
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  Data: 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. (Contains 2 notes, 4 tables, and 2 figures.)
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  Data: As Provided
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  Data: 92
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  Data: 2012
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  Data: EJ955260
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ955260
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        Value: 10.3102/0002831211434596
    Languages:
      – Text: English
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        PageCount: 36
        StartPage: 88
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      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Beliefs
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      – SubjectFull: Knowledge Base for Teaching
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      – SubjectFull: Experimental Groups
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      – SubjectFull: Teaching Skills
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      – SubjectFull: Emotional Intelligence
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      – SubjectFull: Aptitude Treatment Interaction
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      – SubjectFull: Protocol Analysis
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