3-055 - Intervention Impacts on the Nature and Quality of Teacher-Student Interactions: Implications for Scale-Up and Efficiency

Session Type: Paper Symposium

Integrative Statement

Empirical support for the importance of teacher-student interaction for promoting students’ achievement and school success, and increasing widespread use of observational assessments of teachers’ behavior as measures of teacher or program quality, have led to development and evaluation of a number of interventions designed to improve the nature and quality of teacher-student interactions. This symposium presents results from three separate experimental trials of interventions designed to improve teachers’ behaviors in early education and elementary classrooms. In these papers, interventions range in intensity and extent of direct focus on interactions, including coaching and coursework targeted at teacher behavior in addition to lessons focused on students’ socioemotional learning. The papers present results from implementation and evaluation of these interventions in a wide range of early education and elementary classrooms. Each paper demonstrates not only the benefits of these interventions for improving interaction quality overall, but also points to linkages between dosage of intervention components and changes in specific teacher behaviors or interactions. Collectively, these papers suggest a number of implications for further study that bear on mechanisms responsible for intervention effects as well as designs for next-generation professional development supports that can scale effectively and efficiently. Policies and strategies related to workforce development in early care and education are discussed.

Sub Unit

• Education, Schooling

Chair

• Robert C Pianta, University of Virginia

Discussant

• Tamara Gail Halle, Child Trends

Individual Presentations

• Dose-Response Relations between Pre-K Teachers' Exposure to Coaching and Increases in Quality of Teacher-Child Interaction - Presenting Author: Robert C Pianta, University of Virginia; Jamie DeCoster, University of Virginia; Sonia Q Cabell, University of Virginia; Margaret Burchinal, University of North Carolina, Chapel Hill; Bridget K. Hamre, University of Virginia; Jason Downer, University of Virginia; Jennifer LoCasale-Crouch, University of Virginia; Amanda P Williford, University of Virginia; Carollee Howes, Univ of California-Los Angeles

• A Randomized Controlled Trial of CLASS-Based Professional Development Models in Georgia's Pre-Kindergarten - Presenting Author: Diane Early, University of North Carolina, Chapel Hill; Kelly Maxwell, Child Trends; Bentley Ponder, Georgia DECAL

• Exploring the Impact of Social and Emotional Learning on Students at Risk for School Failure - Presenting Author: Christina Cipriano Crowe, Yale University; Susan E Rivers, Yale University; Lori Nathanson, Yale University; Claudia-Santi Fernandes, Yale University; Marc A Brackett, Yale