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

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• 作者：Diane M. Early^a ; ^{diane_early@unc.edu} ; Kelly L. Maxwell^b ; Bentley D. Ponder^c ; Yi Pan^a ; ¹
• 关键词：Pre-kindergarten ; Professional development ; Teacher-child interactions ; Quality
• 刊名：Early Childhood Research Quarterly
• 出版年：2017
• 出版时间：1st Quarter 2017
• 年：2017
• 卷：38
• 期：Complete
• 页码：57-70
• 全文大小：600 K
• 卷排序：38

文摘

Tested effects of two professional development models on teacher-child interactions. Design included random selection of teachers and random assignment to condition. Both models significantly improved scores on some CLASS domains relative to control. Teachers perceived both models as more valuable than professional development provided to control teachers.