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

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Karen M. LaParo, Associate Professor (Creator)
Catherine Scott-Little, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: 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.

Additional Information

American Educational Research Journal, 49(1), 88-123
Language: English
Date: 2012
early childhood education, professional development, teacher-child interactions, randomized-control trial, coursework

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