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Journal of Early Childhood Teacher Education Volume 32, 2011 - Issue 3
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Articles

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

Catherine Scott-Little Department of Human Development and Family Studies, School of Human Environmental Sciences, University of North Carolina, Greensboro, North Carolina, USACorrespondence[email protected]
,
Karen M. La Paro Department of Human Development and Family Studies, School of Human Environmental Sciences, University of North Carolina, Greensboro, North Carolina, USA
,
Amy C. Thomason Department of Human Development and Family Studies, School of Human Environmental Sciences, University of North Carolina, Greensboro, North Carolina, USA
,
Robert C. Pianta Center for Advanced Study of Teaching and Learning, University of Virginia, Charlottesville, Virginia, USA
,
Bridget Hamre Center for Advanced Study of Teaching and Learning, University of Virginia, Charlottesville, Virginia, USA
,
Jason Downer Center for Advanced Study of Teaching and Learning, University of Virginia, Charlottesville, Virginia, USA
,
Margaret Burchinal Frank Porter Graham Child Development Institute, University of North Carolina, Chapel Hill, North Carolina, USA
&
Carollee Howes Department of Education, University of California, Los Angeles, California, USA
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Pages 200-224 | Received 01 Dec 2010, Accepted 29 Dec 2010, Published online: 10 Aug 2011

Citations (11)

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Marisa Macy, María Paola Spinetti Rincón & Melissa Hogan. (2021) What are undergraduate students’ perceptions of a peer coaching model intended to foster effective electronic communication strategies with parents?. Journal of Early Childhood Teacher Education 42:1, pages 110-120.
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Jennifer R. Ottley, Naomi L. Rahn, Christan Grygas Coogle, John M. Ferron & Sloan M. Storie. (2018) Associations Among Professional Development, Teachers’ Use of Naturalistic Language Strategies, and Preschoolers’ Functional Communication. Early Education and Development 29:8, pages 1019-1038.
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Jennifer LoCasale-Crouch, Marcia Kraft-Sayre, RobertC. Pianta, BridgetK. Hamre, JasonT. Downer, Allison Leach, Margaret Burchinal, Carollee Howes, Karen La Paro & Catherine Scott-Little. (2011) Implementing an Early Childhood Professional Development Course Across 10 Sites and 15 Sections: Lessons Learned. NHSA Dialog 14:4, pages 275-292.
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Articles from other publishers (8)

Bi Ying Hu, Lin Guan, Jennifer LoCasale-Crouch, Zhanmei Song, Lili Dou, Shujing Li, Sihui Chen, Peishan Huang, Qiong Wu, Ping Meng, Xiaofei Wang, Xiaomei Zhang & Xiaomei Zhang. (2023) Effects of using video-based coaching to promote preservice teachers’ interactional skills in Chinese preschool classrooms. Early Childhood Research Quarterly 65, pages 284-294.
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Elizabeth Harvey, Jean-Pascal Lemelin & Michèle Déry. (2022) Student-teacher relationship quality moderates longitudinal associations between child temperament and behavior problems. Journal of School Psychology 91, pages 178-194.
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Bi Ying Hu, Lin Guan, Jennifer LoCasale-Crouch, Yilin Yuan & Min Guo. (2022) Effects of the MMCI course and coaching on pre-service ECE teachers’ beliefs, knowledge, and skill. Early Childhood Research Quarterly 61, pages 58-69.
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Katherine Strasser, Gabriela Barra & Susana Mendive. (2021) The role of video analysis and deliberate rehearsal in the development of language stimulation skills in pre-service preschool teacher preparation: An experimental study. Teaching and Teacher Education 106, pages 103459.
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E. Scott GellerJocelyn H. Newton, Katie C. Goulet & Kyra L. Heidelberger. 2016. Applied Psychology. Applied Psychology 506 534 .
E. Scott GellerE. Scott Geller. 2016. Applied Psychology. Applied Psychology 295 300 .
Bridget K. Hamre. (2014) Teachers' Daily Interactions With Children: An Essential Ingredient in Effective Early Childhood Programs. Child Development Perspectives 8:4, pages 223-230.
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Robert C. Pianta, Margaret Burchinal, Faiza M. Jamil, Terri Sabol, Kevin Grimm, Bridget K. Hamre, Jason Downer, Jennifer LoCasale-Crouch & Carollee Howes. (2014) A cross-lag analysis of longitudinal associations between preschool teachers’ instructional support identification skills and observed behavior. Early Childhood Research Quarterly 29:2, pages 144-154.
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