Journal Article

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

Downer, Jason T., Scott-Lttle, Catherine, Field, Samuel, Hamre, Bridget K., Howes, Carollee, LaParo, Karen, Pianta, Robert C., Burchinal, Margaret, LoCasale-Crouch, Jennifer

2012

Overview

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.

• Publisher: SAGE Publications,American Educational Research Association
• Subject: Aptitude Treatment Interaction / Art teachers / Beliefs / Child care / Childhood / Children / Classroom interaction / Communication / Comparative analysis / Control Groups / Early Childhood Education / Educational Practices / Emotional Intelligence / Experimental Groups / Inservice Teacher Education / Knowledge Base for Teaching / Likert Scales / Literacy / Pedagogical Content Knowledge / Preschool education / Preschool Evaluation / Preschool Teachers / Program Effectiveness / Protocol Analysis / Quality of education / Reading instruction / Teacher Attitudes / Teacher Student Relationship / Teachers / Teaching / Teaching methods / Teaching Skills / Teaching, Learning, and Human Development