Robert C. Pianta|Andrew J. Mashburn|Jason T. Downer|Bridget K. Hamre|Laura M. Justice
Effects of web-mediated professional development resources on teacher–child interactions in pre-kindergarten classrooms
Institute for Advanced Study|University of Virginia|Institute for Advanced Study|University of Virginia|Institute for Advanced Study|University of Virginia|Institute for Advanced Study|University of Virginia|Institute for Advanced Study|University of Virginia
workforce statefunded prekindergarten programs continues grow united states promise early education opportunities eg head start depends large part inservice professional development training key instructional interaction skills paper describe effects myteachingpartner mtp webbased system professional development resources include video exemplars webmediated consultation specific dimensions interactions children 113 teachers statefunded prek program teachers assigned receive online consultation feedback targeted interactions showed significantly greater increases independent ratings quality interactions receiving access website video clips positive effects consultation particularly evident classrooms higher proportions children experienced economic risks implications findings models professional development widespread needs teacher access support discussed relation effectiveness early education