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

被引：297

作者：

Hamre, Bridget K. ^{[1
]}

Pianta, Robert C. ^{[1
]}

Burchinal, Margaret ^{[2
]}

Field, Samuel ^{[2
]}

LoCasale-Crouch, Jennifer

Downer, Jason T. ^{[1
]}

Howes, Carollee ^{[3
]}

LaParo, Karen ^{[4
]}

Scott-Little, Catherine ^{[4
]}

机构：

[1] Univ Virginia, Charlottesville, VA 22903 USA

[2] Univ N Carolina, Chapel Hill, NC USA

[3] Univ Calif Los Angeles, Los Angeles, CA USA

[4] Univ N Carolina, Greensboro, NC 27412 USA

来源：

AMERICAN EDUCATIONAL RESEARCH JOURNAL | 2012年 / 49卷 / 01期

关键词：

early childhood education; professional development; teacher-child interactions; randomized-control trial; coursework; PROFESSIONAL-DEVELOPMENT; CLASSROOM QUALITY; EARLY LITERACY; PRESCHOOL CLASSROOMS; LANGUAGE; KINDERGARTEN; INTERVENTION; BEHAVIORS; EDUCATION; ACHIEVEMENT;

D O I：

10.3102/0002831211434596

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：88 / 123

页数：36

共 92 条

[31] Teacher-Child Interactions in the Classroom: Toward a Theory of Within- and Cross-Domain Links to Children's Developmental Outcomes [J].