Search results for: Pianta Robert C.

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1
Student Teaching Feedback and Evaluation: Results From a Seven-State Survey
Authors: La Paro Karen M., Scott-Little Catherine, Ejimofor Anurika, Sumrall Teressa, Kintner-Duffy Victoria L., Pianta Robert C.
This study surveyed 128 early childhood programs in 2- and 4-year institutions of higher education across seven states. Results indicate that across 2- and 4-year institutions, language and literacy are a strong focus of feedback for student teachers, as well as child development, planning, and adult–child interactions. Student teachers are typically supervised through on-site visits that range in number and length fairly dramatically across 2- and 4-year institutions.
Published: 2014
Updated: Nov. 08, 2016
2
The Role of the Mentor in Supporting New Teachers: Associations with Self-Efficacy, Reflection, and Quality
Authors: LoCasale-Crouch Jennifer, Davis Emily, Wiens Peter D., Pianta Robert C.
The aim of this investigation was to better understand the mentoring component of an induction program and how the variability may relate to multiple novice teacher outcomes such as self-efficacy, reflection, and quality of student–teacher interactions. The findings revealed that novice teachers and mentors viewed this program as an effective support for early career teachers, and attribute the high new teacher retention rate to supports received in it.
Published: 2012
Updated: Nov. 02, 2016
3
Implementation of a Course Focused on Language and Literacy Within Teacher–Child Interactions: Instructor and Student Perspectives Across Three Institutions of Higher Education
Authors: Scott-Little Catherine, La Paro Karen M., Thomason Amy C., Pianta Robert C., Hamre Bridget K., Downer Jason, Burchinal Margaret, Howes Carollee
This study examined the implementation of a standardized course combining content related to effective teacher–child interactions and language and literacy across three institutions of higher education. The results included instructor perspectives about design and delivery as well as students’ perspectives of content and delivery and their associated changes in beliefs and knowledge. The results indicated that the course was successfully implemented in three institutions, and the course content was viewed positively by instructors and students.
Published: 2011
Updated: May. 22, 2013
4
Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity
Authors: Pianta Robert C., Hamre Bridget K.
The authors advance an argument that placing observation of actual teaching as a central feature of accountability frameworks, teacher preparation, and basic science could result in substantial improvements in instruction and related social processes and a science of the production of teaching and teachers.
Published: 2009
Updated: Jun. 02, 2009