Description:
This study evaluated the impact of two professional development models--Making the Most of Classroom Interactions and MyTeachingPartner (TM)--on teacher-child interactions in Georgia's Pre-K classrooms. At the start of each school year of this three-year study (2011-12, 2012-13, 2013-14), lead teachers (n = 486 over the entire project) were randomly selected to participate and randomly assigned to one of the professional development models or a control group. (author abstract)
Resource Type:
Executive Summary
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