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1.

Accuracy of teacher judgments of preschoolers' math skills
Kilday, Carolyn R.; Kinzie, Mable B.; Whittaker, Jessica E. Vick; et al., April, 2012
Journal of Psychoeducational Assessment, 30(2), 148-159

A study of the relationship between teachers' judgments of children's math skills using an indirect rating scale and children's performance on two direct assessments--number sense and geometry and measurement skills, that includes an examination of the alignment between the indirect assessment and the two direct assessments, based on data from 316 preschool children and their teachers, both enrolled in a field trial of a curriculum designed to enhance students' knowledge of math and science

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2.

Beyond ABCs and 123s: Enhancing teacher-child relationship quality to promote children's behavioral development
Whittaker, Jessica E. Vick; Harden, Brenda Jones, July, 2010
NHSA Dialog, 13(3), 185-191

Recommendations for the development of policies and practices designed to both prevent Head Start children's challenging behaviors and promote their socioemotional competence, based on findings from an examination of the association between teacher-child relationship quality and children's externalizing behaviors among 100 Head Start children and their teachers

Other

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3.

Changing teacher-child dyadic interactions to improve preschool children's externalizing behaviors
Williford, Amanda P.; DeCoster, Jamie; Whittaker, Jessica E. Vick; et al., September/October 2017
Child Development, 88(5), 1544-1553

A randomized controlled trial was used to examine the impact of an attachment-based, teacher-child, dyadic intervention (Banking Time) to improve children's externalizing behavior. Participants included 183 teachers and 470 preschool children (3-4 years of age). Classrooms were randomly assigned to Banking Time, child time, or business as usual (BAU). Sparse evidence was found for main effects on child behavior. Teachers in Banking Time demonstrated lower negativity and fewer positive interactions with children compared to BAU teachers at post assessment. The impacts of Banking Time and child time on reductions of parent- and teacher-reported externalizing behavior were greater when teachers evidenced higher-quality, classroom-level, teacher-child interactions at baseline. An opposite moderating effect was found for children's positive engagement with teachers. (author abstract)

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4.

Children's engagement in preschool and the development of self-regulation
Williford, Amanda P.; Vitiello, Virginia E.; Downer, Jason T.; et al., 2013
Charlottesville: University of Virginia, Center for Advanced Study of Teaching and Learning.

This study examined the way children's engagement with teachers, peers, and tasks in the preschool classroom was related to their gains in self-regulation skills. Children's positive engagement with their teachers was related to increases in their compliance and cognitive control. Children's active and sustained engagement with classroom activities was linked with gains in their emotion management. The combination of children's positive and prosocial engagement with teachers or peers and high task engagement or low negative classroom engagement was linked with greater gains in self-regulation. (author abstract)

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5.

Children's engagement within the preschool classroom and their development of self-regulation
Williford, Amanda P.; Vitiello, Virginia E.; Downer, Jason T.; et al., February, 2013
Early Education and Development, 24(2), 162-187

A study of the relationship between children's self-regulation and children's engagement with teachers, peers, and tasks, based on data from 341 children enrolled in 100 early care and education classrooms located in a large urban region in the southwestern United States, and their teachers

Reports & Papers

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6.

Designing effective curricula and teacher professional development for early childhood mathematics and science
Kinzie, Mable B.; Whittaker, Jessica E. Vick; Williford, Amanda P.; et al., 2012
In C. Howes, B. Hamre & R. Pianta (Eds), Effective early childhood professional development: Improving teacher practice and child outcomes (pp. 31-59). Baltimore: Paul H. Brookes

A study of the effects of additional workshops and web-based supports on the science and math activities of 26 prekindergarten teachers implementing the MyTeachingPartner Math and Science (MTP-M/S) curriculum

Reports & Papers

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7.

Effects of MyTeachingPartner--Math/Science on teacher-child interactions in prekindergarten classrooms
Whittaker, Jessica E. Vick; Kinzie, Mable B.; DeCoster, Jamie; et al., January, 2016
Early Education and Development, 27(1), 110-127

Research Findings: This study examined the impact of MyTeachingPartner-- Math/Science, a system of math and science curricula and professional development, on the quality of teachers' interactions with children in their classrooms. Schools were randomly assigned to 1 of 2 intervention conditions (Basic: curricula providing within-activity, embedded teacher supports; Plus: curricula plus implementation support via online resources and in-person workshops) or to a Business-as-Usual (BaU) control condition. Results showed that teachers in the Basic and Plus conditions showed higher levels of Instructional Support and Facilitation of Mathematical and Scientific Thinking. Teachers in the Basic condition also showed higher levels of Emotional Support compared with teachers in the BaU condition. We did not find any significant differences between teachers' interactions in the Basic and Plus conditions. Practice or Policy: Children are entering kindergarten unprepared in the areas of mathematics and science, largely as a result of inadequate exposure to early experiences and high-quality interactions in these domains. The results of this study suggest that providing teachers with math and science curricula that include embedded teacher supports can have an impact on the quality of their math and science instruction. (author abstract)

Reports & Papers

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8.

Impact of online support for teachers' open-ended questioning in pre-k science activities
Lee, Youngju; Kinzie, Mable B.; Whittaker, Jessica E. Vick; et al., May, 2012
Teaching and Teacher Education, 28(4), 568-577

A study of the effects of teacher supports, that include both online video demonstrations of questioning techniques and companion workshop activities, on both teachers' open-ended questioning during prekindergarten activities and students' verbal productivity, lexical diversity, and syntactic complexity, based on data from 25 teachers from a larger implementation study of the MyTeachingPartner-Math/Science prekindergarten math and science curricula

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9.

Measuring the quality of environmental supports for young children's social and emotional competence
Hyson, Marilou; Zaslow, Martha; Smith, Sheila; et al., 2011
In M. Zaslow, I. Martinez-Beck, K. Tout, & T. Halle (Eds.), Quality measurement in early childhood settings (pp. 105-134). Baltimore: Paul H. Brookes

An inventory of current measures of environmental supports for social and emotional competence (ESSEC) in child care and early education programs, and a recommendation of measurable indicators of the quality of ESSEC for children in early childhood programs

Other

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10.

MyTeachingPartner-Math/Science pre-kindergarten curricula and teacher supports: Associations with children's mathematics and science learning
Kinzie, Mable B.; McGuire, Patrick; Lee, Youngju; et al., Q4 2014
Early Childhood Research Quarterly, 29(4), 586-599

MyTeachingPartner-Math/Science (MTP-MS) is a system of two curricula (math and science) plus teacher supports designed to improve the quality of instructional interactions in pre-kindergarten classrooms and to scaffold children's development in mathematics and science. The program includes year-long curricula in these domains, and a teacher support system (web-based supports and in-person workshops) designed to foster high-quality curricular implementation. This study examined the impacts of the intervention on the development of mathematics and science skills of 444 children during pre-kindergarten, via school-level random assignment to two intervention conditions (Basic: MTP-M/S mathematics and science curricula, and Plus: MTP-M/S mathematics and science curricula plus related teacher support system) and a Business-As-Usual control condition (BaU). There were intervention effects for children's knowledge and skills in geometry and measurement as well as number sense and place value: Children in Plus classrooms made greater gains in geometry and measurement, compared with those in BaU classrooms. Children in Plus classrooms also performed better on the number sense and place value assessment than did those in Basic or BaU classrooms. We describe the implications of these results for supporting the development of children's knowledge and skills in early childhood and for developing and providing teachers with professional development to support these outcomes. (author abstract)

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11.

Program and teacher characteristics predicting the implementation of Banking Time with preschoolers who display disruptive behaviors
Williford, Amanda P.; Whittaker, Jessica E. Vick; Wolcott, Catherine Sanger; et al., November, 2015
Prevention Science, 16(8), 1054-1063

This study examined the relationship among baseline program and teacher characteristics and subsequent implementation of Banking Time. Banking Time is a dyadic intervention intended to improve a teacher's interaction quality with a specific child. Banking Time implementation was examined in the current study using a sample of 59 teachers and preschool children displaying disruptive behaviors in the classroom ([approximately]three children per classroom). Predictors included preschool program type, teacher demographic characteristics (personal and professional), and teacher beliefs (self-efficacy, authoritarian beliefs, and negative attributions about child disruptive behavior). Multiple measures and methods (i.e., teacher report, consultant report, independent observations) were used to assess implementation. We created three implementation composite measures (dosage, quality, and generalized practice) that had high internal consistencies within each composite but were only modestly associated with one another, suggesting unique constructs of implementation. We found that type of preschool program was associated with dosage and quality. Aspects of teacher demographics related to all three implementation composites. Teacher beliefs predicted dosage and generalized practice. Results suggest that the factors that predict the implementation of Banking Time vary as a function of the type of implementation being assessed. (author abstract)

Reports & Papers

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12.

Research on curricular development for pre-kindergarten mathematics and science
Kinzie, Mable B.; McGuire, Patrick; Lee, Youngju; et al., 2015
Teachers College Record, 117(7)

Background/Context: As increasing attention is paid to preparing students to succeed in school, the development and adoption of research-based curricula have become progressively more important. However, many curricular designs lack a basis in scientific evidence; research and curricular design are frequently treated as two separate enterprises. Purpose/Objective: In this paper, we present the Research on Curriculum Design (RCD) model, first advanced by Clements in 2007, with results from its application to the design and iterative development of pre-kindergarten mathematics and science curricula. Research Design: RCD is an example of design-based research, with the additional specific goals of the production of an effective curriculum and the evolution of theoretical guidelines to inform future curricular designs. Our implementation spanned two years and involved iterative development and testing of two, year-long curricula. Findings/Results: Application of RCD methods informed our understandings of the target population, the knowledge and skills to be developed, and the theoretical and research-based models that guided the designs. Subsequent iterative development and evaluation in five pre-K classrooms enabled refinement of the curricular design, as well as the evolution of design guidelines useful for informing future curriculum development efforts. A culminating test of the resulting curricula in eight pre-K classrooms suggests the success of the RCD approach, yielding high-quality, high-fidelity teacher implementation, with teacher fidelity and curricular dosage predicting students' mathematics learning gains across the year. Conclusions/Recommendations: Results support the value of the RCD model for achieving research-based curricula that have the potential to effectively support teachers in their practice and positively impact children's early learning. (author abstract)

Reports & Papers

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13.

The social-emotional development of dual language learners: Looking back at existing research and moving forward with purpose
Halle, Tamara; Zepeda, Marlene; Whittaker, Jessica E. Vick; et al., Q4 2014
Early Childhood Research Quarterly, 29(4), 734-749

This review describes the state of existing knowledge with regard to dual language learners' (DLLs) social-emotional development birth to age 5. The review focuses on several widely recognized dimensions of children's social-emotional development: self-regulation, social competence, social cognition, and problem behaviors. We begin by presenting a theoretical perspective that frames our understanding of the interplay between relational and contextual factors that contribute to the social-emotional well-being of DLLs. A targeted search of the literature identified 14 peer-reviewed studies published from 2000 to 2011 that examined social-emotional outcomes for young DLLs in family, school, and peer contexts. Results suggest that DLLs have at least equal (if not better) social-emotional outcomes compared to native English speakers. There is also some evidence that the use of the home language in early childhood classrooms can be a positive, moderating factor for DLLs' social-emotional development. Contextual and individual characteristics are highly correlated with DLL status, making it difficult to develop clear conclusions about the unique influence of DLL status on social-emotional outcomes. We conclude by identifying avenues for future inquiry. (author abstract)

Literature Review

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14.

Teacher-child relationships and children's externalizing behaviors in Head Start
Whittaker, Jessica E. Vick; Harden, Brenda Jones, July 2010
NHSA Dialog, 13(3), 141-167

A study of the relationship between teacher-child relationship quality and Head Start children's externalizing behaviors, as well as teacher, student, and classroom characteristics, based on data gathered from 100 Head Start children and their teachers in 10 classrooms

Reports & Papers

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15.

Teacher judgments of preschoolers' math skills
Kilday, Carolyn R.; Kinzie, Mable B.; Whittaker, Jessica E. Vick; et al.,
Charlottesville: University of Virginia, Center for Advanced Study of Teaching and Learning.

A summary of a study of the relationship between teachers' judgments of children's math skills using an indirect rating scale and children's performance on two direct assessments--number sense and geometry and measurement skills, that includes an examination of the alignment between the indirect assessment and the two direct assessments, based on data from 316 preschool children and their teachers, both enrolled in a field trial of a curriculum designed to enhance students' knowledge of math and science

Fact Sheets & Briefs

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16.

Toward the identification of features of effective professional development for early childhood educators: Literature review
United States. Department of Education. Policy and Program Studies Service, August 2010
Washington, DC: United States, Department of Education, Policy and Program Studies Service.

An exploration of goals for the professional development of early childhood educators, and an inquiry into effective practices for achieving these goals, based on a review of studies on professional development programs and their practices

Literature Review

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17.

Toward the identification of features of effective professional development for early childhood educators: Literature review [Executive summary]
United States. Department of Education. Policy and Program Studies Service, 2010
Washington, DC: United States, Department of Education, Policy and Program Studies Service.

A summary of an exploration of goals for the professional development of early childhood educators, and an inquiry into effective practices for achieving these goals, based on a review of studies on professional development programs and their practices

Executive Summary

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18.

Understanding the relationship between teachers' use of online demonstration videos and fidelity of implementation in MyTeachingPartner-Math/Science
Barton, Emily A.; Kinzie, Mable B.; Furnari, Emily; et al., October, 2017
Teaching and Teacher Education, 67(), 189-201

In this study, we examine the use of online curricular demonstration videos, video exemplars of high-quality and high-fidelity implementation of specific teaching practices (Pianta, Mashburn, Downer, Hamre, & Justice, 2008). We seek to explore the relationship between early childhood teachers' use of online demonstration videos and their FOI of the MyTeachingPartner-Math/Science (MTP-M/S) early childhood mathematics and science curricula. Observing other teachers' instruction through videos is a common technique for teacher training (Borko, Jacobs, Eiteljorg, & Pittman, 2008; Star & Strickland, 2008). However, in studies published to-date, researchers have not yet examined if viewing video exemplars is positively associated with teachers' own FOI. In order to better understand teachers' use of online PD resources, we qualitatively examine teachers' perceptions of the usefulness of online demonstration videos in supporting their FOI. Using a sequential mixed methods explanatory design, we draw on the strengths of numeric data to establish a significant positive relationship between demonstration video viewing and FOI. Then, we draw on the strengths of narrative data, employing elements of grounded theory (Charmaz & Belgrave, 2012; Strauss & Corbin, 1998), to further understand why teachers choose to use the videos or not. (author abstract)

Reports & Papers

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19.

What predicts how well teachers implement Banking Time with disruptive preschoolers?
Williford, Amanda P.; Whittaker, Jessica E. Vick; Wolcott, Catherine Sanger; et al.,
Charlottesville: University of Virginia, Center for Advanced Study of Teaching and Learning.

This study examined the implementation of a teacher-child intervention, Banking Time, with 59 preschool teachers and children with disruptive behavior. Implementation quality was assessed with regard to dosage, quality, and generalized practice. Additionally, program and teacher characteristics were examined to better understand what predicted intervention implementation. (author abstract)

Fact Sheets & Briefs

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