A Course on Effective Teacher-Child Interactions

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A Lot of Students and Their Teachers Need Support: Using a Common Framework to Observe Teacher Practices Might Help

A cross-lag analysis of longitudinal associations between preschool teachers’ instructional support identification skills and observed behavior

An Argument Approach to Observation Protocol Validity

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CLASS–Infant: An Observational Measure for Assessing Teacher–Infant Interactions in Center-Based Child Care

Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?

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Classroom processes and positive youth development: conceptualizing, measuring, and improving the capacity of interactions between teachers and students

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Combining Classroom Observations and Value Added for the Evaluation and Professional Development of Teachers

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Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity

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Consultation for Teachers and Children's Language and Literacy Development during Pre-Kindergarten

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Dose–response relations between preschool teachers’ exposure to components of professional development and increases in quality of their interactions with children

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Early Childhood Professional Development: Coaching and Coursework Effects on Indicators of Children’s School Readiness

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Effect of Observation Mode on Measures of Secondary Mathematics Teaching

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Effects of Web-Mediated Professional Development Resources on Teacher-Child Interactions in Pre-Kindergarten Classrooms

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Effects of Web-Mediated Teacher Professional Development on the Language and Literacy Skills of Children Enrolled in Pre-Kindergarten Programs

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Evidence for general and domain-specific elements of teacher-child interactions: associations with preschool children's development

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Exploring Teachers’ Depressive Symptoms, Interaction Quality, and Children’s Social-Emotional Development in Head Start

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How schools can do better: fostering stronger connections between teachers and students.

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Implementation fidelity of MyTeachingPartner literacy and language activities: Association with preschoolers’ language and literacy growth

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Implementation of a Course Focused on Language and Literacy Within Teacher–Child Interactions: Instructor and Student Perspectives Across Three Institutions of Higher Education

Implementing an Early Childhood Professional Development Course Across 10 Sites and 15 Sections: Lessons Learned

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Individual and Contextual Factors Associated with Pre-Kindergarten Teachers' Responsiveness to the MyTeachingPartner Coaching Intervention

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Linking preschool language and sustained attention with adolescent achievement through classroom self-reliance

Measures of Early Adolescent Development and School Contexts: Narrowing the Research to Practice Divide

scientific article published on 10 April 2015

Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills

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Observations of Effective Teacher-Student Interactions in Secondary School Classrooms: Predicting Student Achievement With the Classroom Assessment Scoring System-Secondary

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Promoting Young Children's Social Competence through the Preschool PATHS Curriculum and MyTeachingPartner Professional Development Resources

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Quality in Kindergarten Classrooms: Observational Evidence for the Need to Increase Children's Learning Opportunities in Early Education Classrooms

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Quality of Language and Literacy Instruction in Preschool Classrooms Serving At-Risk Pupils

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Rater calibration when observational assessment occurs at large scale: Degree of calibration and characteristics of raters associated with calibration

Relating prekindergarten teacher beliefs and knowledge to children's language and literacy development

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Self-reported depression in nonfamilial caregivers: prevalence and associations with caregiver behavior in child-care settings

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Student Teaching Feedback and Evaluation: Results From a Seven-State Survey

Student Teaching Within Early Childhood Teacher Preparation Programs: An Examination of Key Features Across 2- and 4-Year Institutions

Teacher Characteristics Associated with Responsiveness and Exposure to Consultation and On-line Professional Development Resources

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Teacher Reflection in the Context of an Online Professional Development Course: Applying Principles of Cognitive Science to Promote Teacher Learning

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Teacher and Classroom Characteristics Associated With Teachers’ Ratings of Prekindergartners’ Relationships and Behaviors

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Teacher consultation and coaching within mental health practice: classroom and child effects in urban elementary schools

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Teacher engagement in core components of an effective, early childhood professional development course: Links to changes in teacher–child interactions

Teacher-Child Relationships from Kindergarten to Sixth Grade: Early childhood predictors of teacher-perceived conflict and closeness

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Teachers' Perceptions of Conflict with Young Students: Looking beyond Problem Behaviors

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Teaching Through Interactions in Secondary School Classrooms: Revisiting the Factor Structure and Practical Application of the Classroom Assessment Scoring System-Secondary

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Teaching through Interactions

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The pivotal role of adolescent autonomy in secondary school classrooms

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Unpacking intervention effects: Teacher responsiveness as a mediator of perceived intervention quality and change in teaching practice

Variation in the effectiveness of instructional interactions across preschool classroom settings and learning activities

Within-Day Variability in the Quality of Classroom Interactions during Third and Fifth Grade

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