A Course on Effective Teacher-Child Interactions

By B. Hamre, Robert C. Pianta, Margaret R. Burchinal, Samuel H. Field, Jennifer LoCasale-Crouch, Jason T. Downer, C. Howes, K. Laparo, Catherine Scott-Little. 2012

529 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/31d3c0d90233b124ac7a9f1f59f3bd476f60dd88

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Citations in the corpus

Teacher–Child Interactions in Free Choice and Teacher-Directed Activity Settings: Prediction to School Readiness (2017, methodology): “The data for this study were drawn from a large multisite randomized controlled trial (i.e., the National Center for Research on Early Childhood Education Professional Development Study; Downer et al., 2012; Hamre et al., 2012).”
The relationship between teacher qualification and the quality of the early childhood education and care environment (2017, background): “These dimensions are organised into three broad domains (emotional support, classroom organisation and instructional support) reflecting two aspects (social and instructional) of interactions (Hamre et al., 2012; Mashburn et al., 2008).”
Self-Regulation and Task Engagement as Predictors of Emergent Language and Literacy Skills (2016, background): “See Hamre et al. (2012) and Downer et al. (2013) for a full description of the intervention and results.”
Impact of In-Service Professional Development Programs for Early Childhood Teachers on Quality Ratings and Child Outcomes: A Meta-Analysis (2018, background): “The improved teacher outcomes and enhanced classroom quality subsequently improve student learning (see Fukkink & Lont, 2007; Hamre et al., 2012; Harvard Family Research Project, 2006; Klein & Gomby, 2008; Yoon et al., 2007).”
Working at the intersection of teacher knowledge, teacher beliefs, and teaching practice: a multiple-case study (2015, background): “2009) or practicing teachers (e.g., Gomez and Benken 2013; Hamre et al. 2012).”
Early childhood educators' knowledge, beliefs, education, experiences, and children's language- and literacy-learning opportunities: What is the connection? (2016, background): “Some efforts have led to changes in beliefs and instruction (Hamre et al., 2012) whereas others have not found these co-occurring changes (Breffni, 2011).”
Does professional development reduce the influence of teacher stress on teacher–child interactions in pre-kindergarten classrooms?☆ (2018, methodology): “The first wo limitations relate to teacher selection and the nature of the ntervention (Hamre et al., 2012).”
The Test Matters (2014, background): “Identifying effective classroom practices and then supporting teachers’ development of such practices provides a possible lever to improve the quality of instruction for many students (Grossman, Cohen, Chambers Schuldt, & Brown, 2014; Hamre et al., 2012; E. Taylor & Tyler, 2011).”
Children's school readiness skills across the pre-K year: Associations with teacher-student interactions, teacher practices, and exposure to academic content (2020, background): “For example, teacher-student interactions and instructional practices can be improved through focused coaching (Pianta, Mashburn, Downer, Hamre, & Justice, 2008; Yoshikawa et al., 2015), coursework (Hamre et al., 2012), and even viewing videos of effective teaching (Pianta et al., 2014).”