Zobrazeno 1 - 10
of 16
pro vyhledávání: '"Anne H. Cash"'
Publikováno v:
Action in Teacher Education. 45:142-158
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c6542ff6394d7fa471b29d45f6fc7493
https://doi.org/10.1080/01626620.2023.2180111
https://doi.org/10.1080/01626620.2023.2180111
Autor:
Anne H. Cash, Robert C. Pianta
Publikováno v:
Early Childhood Research Quarterly. 62:324-334
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b363b98ddeaf41b4e7583dae24bdb22a
https://doi.org/10.1016/j.ecresq.2022.09.008
https://doi.org/10.1016/j.ecresq.2022.09.008
Autor:
Ting Sun, Anne H. Cash, Paul G. Fitchett, Kristen D. Beach, Sandra M. Rogelberg, Teresa Petty
Publikováno v:
The New Educator. 17:157-179
In this case study, we explored how one college of education went about revising curricula across several programs; thereby disentangling multiple perspectives in order to address the needs of vari...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::074a03a238dc0e2d9ec0ea6b83deeb09
https://doi.org/10.1080/1547688x.2020.1807079
https://doi.org/10.1080/1547688x.2020.1807079
Publikováno v:
Action in Teacher Education. 41:229-248
Educator preparation programs across the United States are increasingly adopting performance-based assessments, including edTPA, as a mechanism to measure candidates’ development of the knowledge a...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a97998a9877ebc4100bb8235b0a1a0d0
https://doi.org/10.1080/01626620.2019.1600602
https://doi.org/10.1080/01626620.2019.1600602
Publikováno v:
Early Education and Development. 30:60-81
The current study focuses on the cumulative effect on children’s early learning outcomes of the quality of teacher–child interactions over multiple years during early childhood. Using prope...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::98130f18b6be2af1dbff7228d6f285e4
https://doi.org/10.1080/10409289.2018.1535153
https://doi.org/10.1080/10409289.2018.1535153
Autor:
Anne H. Cash, Sarah Lindstrom Johnson, Catherine P. Bradshaw, Katrina J. Debnam, Tracy Evian Waasdorp, Adam J. Milam
Publikováno v:
Psychology of Violence. 7:181-191
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::327c3ffddc0226ec19fbe0e2a9b61f1d
https://doi.org/10.1037/vio0000045
https://doi.org/10.1037/vio0000045
Autor:
Robert C. Pianta, Lauren M. Carter, Bridget K. Hamre, Jason T. Downer, Amanda P. Williford, Michelle F. Maier, Anne H. Cash
Publikováno v:
Journal of Early Childhood Teacher Education. 38:102-118
This study built on prior research regarding the effectiveness of the National Center for Research in Early Childhood Education (NCRECE) course by exploring the individual course components. Core aspects of course engagement and performance were desc
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::568f9e15a3abc14e542c1f110a9c7070
https://doi.org/10.1080/10901027.2016.1269028
https://doi.org/10.1080/10901027.2016.1269028
Publikováno v:
Teaching and Teacher Education. 94:103122
Education Preparation Programs (EPPs) are increasingly pressured to demonstrate alignment between program supports and candidates’ outcomes. Using mixed methods, we studied the Early Field Immersion School (EFIS), an effort to improve candidates’
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b45e3eda09f7d5afc214527f85614978
https://doi.org/10.1016/j.tate.2020.103122
https://doi.org/10.1016/j.tate.2020.103122
Publikováno v:
Psychology in the Schools. 52:533-548
A critical next step in advancing our understanding of teacher practices that can equitably engage and support learning in diverse classrooms is determining the effectiveness of culturally responsive interventions. Yet, quantitative measurement indic
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f2b3ed698c899acac3ff89eb3aae6da1
https://doi.org/10.1002/pits.21845
https://doi.org/10.1002/pits.21845
Publikováno v:
The Journal of Early Adolescence. 35:597-627
Observational methods are increasingly used to assess the impact of school-based interventions. Yet, few studies have used observations in nonclassroom settings, such as hallways or the cafeteria, or explored aspects of the school context that may be
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::32cfe94feed4d7669fa68a6be47bbc3b
https://doi.org/10.1177/0272431614562835
https://doi.org/10.1177/0272431614562835