Improving Teacher-Child Interactions: A Randomized Control Trial of Making the Most of Classroom Interactions and My Teaching Partner Professional Development Models

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Early, D. M., Maxwell, K. L., Ponder, B. B., & Pan, Y.
2017

From the abstract: "The effectiveness of two professional development interventions, each designed to strengthen teacher-child interactions in preschool classrooms, was tested using a teacher-level randomized controlled trial. Georgia’s Pre-K teachers (n = 486 in 336 schools/centers) were randomly selected from specified regions and randomly assigned to one of three conditions: 1) Making the Most of Classroom Interactions (MMCI), a cohort-model where small groups of teachers met for five days of instruction and support; 2) My Teaching Partner (MTP), in which teachers worked one-on-one with a coach using cycles of videotaped observations of teaching, review, and feedback; or 3) control. Each participating teacher received a Classroom Assessment Scoring System (CLASS; Pianta, La Paro, & Hamre, 2008) visit before and after the intervention from a trained, independent, blinded observer. Post-test scores were estimated as a linear function of condition and pre-test score, using 2-level hierarchical linear models (HLMs). Findings indicated MMCI resulted in significantly higher post-test scores on Emotional Support and Instructional Support, and marginally higher post-test scores on Classroom Organization, as compared to controls. MTP resulted in significantly higher scores on Emotional Support. Findings are discussed in terms of implications for large-scale interventions to improve teacher-child interactions in early childhood programs."

Additional information available here: Early Childhood Research Quarterly
Citation: Early, D. M., Maxwell, K. L., Ponder, B. B., & Pan, Y. (2017). Improving teacher-child interactions: A randomized control trial of Making the Most of Classroom Interactions and My Teaching Partner professional development models. Early Childhood Research Quarterly, 38, 57-70.
DOI: 10.1016/j.ecresq.2016.08.005