Improving teacher-child interactions: A randomized control trial of Making the Most of Classroom Interactions and My Teaching Partner professional development models

Early Childhood Research Quarterly

Volumn 38, Issue , 2017, Pages 57-70

  Early, Diane M ^a   Maxwell, Kelly L ^b   Ponder, Bentley B ^c   Pan, Yi ^a  

^a UNIVERSITY OF NORTH CAROLINA   (United States)

^b CHILD TRENDS   (United States)

^c Bright from the Start: Georgia Department of Early Care and Learning   (United States)

Author keywords

Pre kindergarten; Professional development; Quality; Teacher child interactions

Indexed keywords

CHILD; CHILDHOOD; CLINICAL TRIAL; CONTROLLED CLINICAL TRIAL; CONTROLLED STUDY; HUMAN; KINDERGARTEN; MAJOR CLINICAL STUDY; PRETEST POSTTEST DESIGN; PROFESSIONAL DEVELOPMENT; RANDOMIZED CONTROLLED TRIAL; SCORING SYSTEM; SINGLE BLIND PROCEDURE; STATISTICAL MODEL; TEACHER; TEACHING;

EID: 84991627441     PISSN: 08852006     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.ecresq.2016.08.005     Document Type: Article

References (46)

1. Abrami, P.C., Poulsen, C., Chambers, B., Teacher motivation to implement an educational innovation: Factors differentiating users and non-users of cooperative learning. Educational Psychology 24 (2004), 201–216.
2. Administration for Children and Families, U.S. Department of Health and Human Services (n.d.) FY 2016 CLASS Field Guide. Retrieved from: https://eclkc.ohs.acf.hhs.gov/hslc/grants/monitoring/docs/fy2016-CLASS.pdf.
3. Barnett, W.S., Carolan, M.E., Squires, J.H., Brown, K.C., Horowitz, M., The state of preschool 2014. 2015, National Institute for Early Education Research, New Brunswick, NJ Retrieved from: http://nieer.org/sites/nieer/files/Yearbook2014_full3.pdf.
4. Brennan, E.M., Bradley, J.R., Allen, M.D., Perry, D.F., The evidence base for Mental Health Consultation in early childhood settings: Research synthesis addressing staff and program outcomes. Early Education and Development 19:6 (2008), 982–1022, 10.1080/10409280801975834.
5. Burchinal, M., Vandergrift, N., Pianta, R., Mashburn, A., Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs. Early Childhood Research Quarterly 25 (2010), 166–176, 10.1016/j.ecresq.2009.10.004.
6. Clements, D.H., Sarama, J., Spitler, M.E., Lange, A.A., Wolfe, C.B., Mathematics learned by young children in an intervention based on learning trajectories: A large-scale cluster randomized trial. Journal for Research in Mathematics Education 42:2 (2011), 127–166 152.2.176.242.
7. Cohen, J., A power primer. Psychological Bulletin 112 (1992), 155–159, 10.1037/0033-2909.112.1.155.
8. Curby, T.W., LoCasale-Crouch, J., Konold, T.R., Pianta, R.C., Howes, C., Burchinal, M., Barbarin, O., The relations of observed pre-K classroom quality profiles to children's achievement and social competence. Early Education and Development 20:2 (2009), 346–372, 10.1080/10409280802581284.
9. Duran, F. B., Hepburn, K. S., Kaufmann, R., K., Le, L. T., Allen, M. D., Brennan, E. M., & Green, B. L. (n.d.). Research synthesis, Early childhood mental health consultation. Nashville, TN: The Center for Social and Emotional Foundations for Early Learning. Retrieved from: http://csefel.vanderbilt.edu/documents/rs_ecmhc.pdf.
10. Early Learning Challenge Technical Assistance Program (n.d.) Retrieved from: http://www2.ed.gov/programs/racetothetop-earlylearningchallenge/2013-early-learning-challenge-flyer.pdf.
11. Early, D.M., Maxwell, K.L., Burchinal, M., Alva, S., Bender, R.H., Bryant, D., Zill, N., Teachers' education, classroom quality: And young children's academic skills: Results from seven studies of preschool programs. Child Development 78 (2007), 558–580.
12. Early, D.M., Maxwell, K.L., Skinner, D., Kraus, S., Hume, K., Pan, Y., Georgia's professional development evaluation: Final report., 2014, University of North Carolina at Chapel Hill, Chapel Hill, NC Retrieved from: http://fpg.unc.edu/node/7531.
13. Garbacz, L.L., Zychinski, K.E., Feuer, R.M., Carter, J.S., Budd, K.S., Effects of Teacher-Child Interaction Training (TCIT) on teacher ratings of behavior change. Psychology in the Schools 51:8 (2014), 850–865, 10.1002/pits.21788.
14. Georgia Department of Education. (n.d.). Georgia's Race to the Top plan. Retrieved from: http://www.gadoe.org/race-to-the-top/.
15. Hamre, B.K., LoCasale-Crouch, J., Knowledge of effective teacher-child interactions. 2009, University of Virginia, Unpublished measure.
16. Hamre, B.K., Pianta, R.C., Burchinal, M., Field, S., LoCasale-Crouch, J.L., Downer, J.T., Scott-Little, C., A course on effective teacher-child interactions: Effects on teacher beliefs, knowledge, and observed practice. American Education Research Journal 49:1 (2012), 88–123, 10.3102/0002831211434596.
17. Howes, C., Burchinal, M., Pianta, R., Bryant, D., Early, D.M., Clifford, R.M., Barbarin, O., Ready to learn? Children's pre-academic achievement in pre-kindergarten programs. Early Childhood Research Quarterly 23 (2008), 27–50, 10.1016/j.ecresq.2007.05.002.
18. Kids Count Data Center (n.d.). Children from low income families enrolled in the Georgia Pre-K program. Retrieved from: http://datacenter.kidscount.org/data/tables/632-children-from-low-income-families-enrolled-in-the-georgia-pre-k-program?loc=12&loct=2#detailed/2/any/false/869,36,868,867,133/any/8968,8969.
19. Landry, S.H., Swank, P.R., Assel, M.A., An experimental study evaluating professional development activities within a state funded pre-kindergarten program. Reading and Writing 24 (2010), 971–1010, 10.1007/s11145-010-9243-1.
20. LoCasale-Crouch, J., Downer, J.T., Hamre, B.K., Perceptions of professional development. Unpublished measure. 2009, University of Virginia.
21. LoCasale-Crouch, J., Downer, J.T., Hamre, B.K., Coach confidence. Unpublished measure. 2009, University of Virginia.
22. Love, J.M., Harrison, L., Sagi-Schwartz, A., van Ijzendoorn, M.H., Ross, C., Ungerer, J.A., Chazan-Cohen, R., Child care quality matters: How conclusions may vary with context. Child Development 74 (2003), 1021–1033 0009-3920/2003/7404-0004.
23. Mashburn, A.J., Pianta, R.C., Hamre, B.K., Downer, J.T., Barbarin, O., Bryant, D., Howes, C., Measures of classroom quality in pre-kindergarten and children's development of academic, language and social skills. Child Development 79:3 (2008), 732–749, 10.1111/j.1467-8624.2008.01154.x.
24. Mashburn, A.J., Downer, J.T., Hamre, B.K., Justice, L.M., Pianta, R.C., Consultation for teachers and children's language and literacy development during pre-kindergarten. Applied Developmental Science 14:4 (2010), 179–196, 10.1080/10888691.2010.516187.
25. Maxwell, K.L., Early, D.M., Brant, D., Kraus, S., Hume, K., Crawford, G., Georgia study of early care and education: Findings from Georgia's Pre-K program. 2009, The University of North Carolina at Chapel Hill, FPG Child Development Institute, Chapel Hill, NC.
26. Moiduddin, E., Aikens, N., Tarullo, L., West, J., Xue, Y., Child outcomes and classroom quality in FACES 2009. OPRE report 2012-37a, 2012, Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services, Washington, DC.
27. NAEYC, Developmentally appropriate practice in early childhood programs serving children from birth through age 8: A position statement of the National Association for the Education of Young Children. 2009, Author, Washington, DC Retrieved from: http://www.naeyc.org/positionstatements/dap.
28. National Center on Quality Teaching and Learning, Improving teacher-child interactions: Using the CLASS in Head Start preschool programs. 2013, Author, Washington, DC Retrieved from: http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/docs/using-the-class.pdf.
29. Peisner-Feinberg, E.S., Schaaf, J.M., Hildebrandt, L.M., Pan, Y., Children's pre-k outcomes and classroom quality in Georgia's Pre-K Program: Findings from the 2013–2014 evaluation study. 2015, Chapel Hill, The University of North Carolina, Frank Porter Graham Child Development Institute Retrieved from: http://fpg.unc.edu/resources/childrens-pre-k-outcomes-and-classroom-quality-georgias-pre-k-program-findings-2013-2014-e.
30. Perry, D.F., Allen, M.D., Brennan, E.M., Bradley, J.R., The evidence base for Mental Health Consultation in early childhood settings: A research synthesis addressing children's behavioral outcomes. Early Education and Development 21:6 (2010), 795–824, 10.1080/10409280903475444.
31. Peterson, S., Understanding early educators’ readiness to change. NHSA Dialog 15:1 (2012), 95–112, 10.1080/15240754.2011.636492.
32. Pianta, R., Howes, C., Burchinal, M., Bryant, D., Clifford, R., Early, D., Barbarin, O., Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child-teacher interactions?. Applied Development Science 9 (2005), 144–159, 10.1207/s1532480xads0903_2.
33. Pianta, R., DeCoster, C., Cabell, J., Burchinal, S., Hamre, M., Howes, C., Dose–response relations between preschool teachers’ exposure to components of professional development and increases in quality of their interactions with children. Early Childhood Research Quarterly 29 (2014), 499–508, 10.1016/j.ecresq.2014.06.001.
34. Pianta, R.C., Mashburn, A.J., Downer, J.T., Hamre, B.K., Justice, L., Effects of web-mediated professional development resources on teacher-child interactions in pre-kindergarten classrooms. Early Childhood Research Quarterly, 2008, 431–451, 10.1016/j.ecresq.2008.02.001.
35. Pianta, R.C., La Paro, K.M., Hamre, B., Classroom assessment scoring system (CLASS): Pre-K version. 2008, Paul H. Brookes, Baltimore, MD.
36. Ponitz, C.C., Rimm-Kaufman, S.E., Grimm, K.J., Curby, T.W., Kindergarten classroom quality, behavioral engagement, and reading achievement. School Psychology Review 38 (2009), 102–120.
37. Powell, D.R., Diamond, K.E., Burchinal, M.R., Koehler, M.J., Effects of an early literacy professional development intervention on Head Start teachers and children. Journal of Educational Psychology 102:2 (2010), 299–312, 10.1037/a0017763.
38. QRIS Compendium (n.d.). Retrieved from: http://qriscompendium.org/.
39. Raver, C.C., Jones, S.M., Li-Grining, C.P., Metzger, M., Champion, K.M., Sardin, L., Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings. Early Childhood Research Quarterly 23 (2008), 10–26.
40. Rimm-Kaufman, S.E., Curby, T.W., Grimm, K., Nathanson, L., Brock, L.L., The contribution of children's self-regulation and classroom quality to children's adaptive behaviors in the kindergarten classroom. Developmental Psychology 45 (2009), 958–972, 10.1037/a0015861.
41. Schaefer, E., Edgerton, M., Parental and child correlates of parental modernity. Sigel, I.E., (eds.) Parental belief systems, 1985, Lawrence Erlbaum Associates, Inc., Hillsdale, NJ, 121–147.
42. Sheridan, S.M., Pope Edwards, C., Marvin, C.A., Knoche, L.L., Professional development in early childhood programs: Process issues and research needs. Early Education and Development 20:3 (2009), 377–401, 10.1080/10409280802582795.
43. Spino, M.A., Dinnebeil, L.A., Social power and influence: Understanding its relevance in early childhood consultation. Young Exceptional Children 16:4 (2013), 17–30, 10.1177/1096250613493191.
44. Wasik, B.A., Hindman, A.H., Improving vocabulary and pre-literacy skills of at-risk preschoolers through teacher professional development. Journal of Educational Psychology 103:2 (2011), 455–469, 10.1037/a0023067.
45. What Works Clearinghouse, Procedures and standards handbook: version 3.0. 2014, US Department of Education Retrieved from: ies.ed.gov/ncee/wwc/DocumentSum.aspx?sid=19.
46. Yoshikawa, H., Weiland, C., Brooks-Gunn, J., Burchinal, M., Espinosa, L., Gormley, W., Zaslow, M., Investing in our future: The evidence base on preschool education. 2013, Society for Research in Child Development and the Foundation for Child Development, Washington, DC.