about
Teaching Through Interactions in Secondary School Classrooms: Revisiting the Factor Structure and Practical Application of the Classroom Assessment Scoring System-SecondaryIndividual and Contextual Factors Associated with Pre-Kindergarten Teachers' Responsiveness to the MyTeachingPartner Coaching Intervention.How schools can do better: fostering stronger connections between teachers and students.Effects of Web-Mediated Professional Development Resources on Teacher-Child Interactions in Pre-Kindergarten Classrooms.Teacher Characteristics Associated with Responsiveness and Exposure to Consultation and On-line Professional Development Resources.Teacher-Child Relationships from Kindergarten to Sixth Grade: Early childhood predictors of teacher-perceived conflict and closeness.Teacher consultation and coaching within mental health practice: classroom and child effects in urban elementary schools.Effects of Web-Mediated Teacher Professional Development on the Language and Literacy Skills of Children Enrolled in Pre-Kindergarten ProgramsQuality of Language and Literacy Instruction in Preschool Classrooms Serving At-Risk Pupils.The pivotal role of adolescent autonomy in secondary school classroomsCan instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills.Classroom processes and positive youth development: conceptualizing, measuring, and improving the capacity of interactions between teachers and students.Evidence for general and domain-specific elements of teacher-child interactions: associations with preschool children's development.Measures of Early Adolescent Development and School Contexts: Narrowing the Research to Practice Divide.Observations of Effective Teacher-Student Interactions in Secondary School Classrooms: Predicting Student Achievement With the Classroom Assessment Scoring System-Secondary.Exploring Teachers’ Depressive Symptoms, Interaction Quality, and Children’s Social-Emotional Development in Head StartUnpacking intervention effects: Teacher responsiveness as a mediator of perceived intervention quality and change in teaching practiceRelating prekindergarten teacher beliefs and knowledge to children's language and literacy developmentDose–response relations between preschool teachers’ exposure to components of professional development and increases in quality of their interactions with childrenLinking preschool language and sustained attention with adolescent achievement through classroom self-relianceTeaching through InteractionsVariation in the effectiveness of instructional interactions across preschool classroom settings and learning activitiesCombining Classroom Observations and Value Added for the Evaluation and Professional Development of TeachersTeacher engagement in core components of an effective, early childhood professional development course: Links to changes in teacher–child interactionsStudent Teaching Within Early Childhood Teacher Preparation Programs: An Examination of Key Features Across 2- and 4-Year InstitutionsA cross-lag analysis of longitudinal associations between preschool teachers’ instructional support identification skills and observed behaviorCLASS–Infant: An Observational Measure for Assessing Teacher–Infant Interactions in Center-Based Child CareStudent Teaching Feedback and Evaluation: Results From a Seven-State SurveyEffect of Observation Mode on Measures of Secondary Mathematics TeachingA Course on Effective Teacher-Child InteractionsAn Argument Approach to Observation Protocol ValidityPromoting Young Children's Social Competence through the Preschool PATHS Curriculum and MyTeachingPartner Professional Development ResourcesRater calibration when observational assessment occurs at large scale: Degree of calibration and characteristics of raters associated with calibrationImplementation of a Course Focused on Language and Literacy Within Teacher–Child Interactions: Instructor and Student Perspectives Across Three Institutions of Higher EducationImplementing an Early Childhood Professional Development Course Across 10 Sites and 15 Sections: Lessons LearnedWithin-Day Variability in the Quality of Classroom Interactions during Third and Fifth GradeConsultation for Teachers and Children's Language and Literacy Development during Pre-KindergartenImplementation fidelity of MyTeachingPartner literacy and language activities: Association with preschoolers’ language and literacy growthA Lot of Students and Their Teachers Need Support: Using a Common Framework to Observe Teacher Practices Might Help
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P50
description
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wetenschapper
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հետազոտող
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Bridget K Hamre
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Bridget K Hamre
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Bridget K Hamre
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Bridget K Hamre
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Bridget K Hamre
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Bridget K Hamre
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Bridget K Hamre
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Bridget K Hamre
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Bridget K Hamre
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Bridget K Hamre
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Bridget K Hamre
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Bridget K Hamre
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