The quality of children's relationships with their primary teachers has been identified as on... more The quality of children's relationships with their primary teachers has been identified as one of the most powerful factors related to student learning and future academic success (La Paro & Pianta, 2000; Pianta, La Paro, Payne, Cox, & Bradley, 2002). The theoretical basis for high quality education suggests that interactions between students and adults are the primary mechanism for facilitating student learning and development (Pianta, La Paro, & Hamre, 2008; Rutter & Maughan, 2002). Didactic theory also places importance on the way in which educators utilize the materials with which they are provided in order to engage children in active learning (Rutter & Maughan). Two theoretical models, the Bioecological model (Bronfenbrenner & Morris, 1998) and General Systems Theory (Pianta, 1999), provide useful frameworks for understanding child development in relation to the classroom environment. In the Bioecological model, development is viewed as a process that occurs not only withi...
Journal of Early Childhood and Infant Psychology, 2011
The quality of children's relationships with their primary teachers has been identified as on... more The quality of children's relationships with their primary teachers has been identified as one of the most powerful factors related to student learning and future academic success (La Paro & Pianta, 2000; Pianta, La Paro, Payne, Cox, & Bradley, 2002). The theoretical basis for high quality education suggests that interactions between students and adults are the primary mechanism for facilitating student learning and development (Pianta, La Paro, & Hamre, 2008; Rutter & Maughan, 2002). Didactic theory also places importance on the way in which educators utilize the materials with which they are provided in order to engage children in active learning (Rutter & Maughan). Two theoretical models, the Bioecological model (Bronfenbrenner & Morris, 1998) and General Systems Theory (Pianta, 1999), provide useful frameworks for understanding child development in relation to the classroom environment. In the Bioecological model, development is viewed as a process that occurs not only within the child, but also via interaction within the child's environment. Therefore, interventions that impact social processes with teachers, peers, and schools will, in turn, influence the child's growth (Rimm-Kaufman & Chiu, 2007). General Systems Theory, a framework regarding the complex relationships between biological, ecological, social and other living systems, can also be applied to experiences within the classroom setting (Pianta). In this theory, teachers' relationships are critical to children's development, and these relationships are vehicles by which children's needs can be addressed. Teachers serve as role models and regulate behavior through interactions, relationships, and behavior management strategies. As a result, children's strengths and needs are not just defined by their academic abilities; rather they also are seen as the result of the educator's teaching methods in the classroom setting (Rimm-Kaufman & Chiu). Exemplary early education programs provide support for social and emotional functioning, use consistent behavior management methods, establish positive student-teacher relationships, and utilize language modeling (Howes et al., 2008; Pianta, 1999). According to Hamre and Pianta (2005), teacher warmth and support help children's achievement and adjustment. To pinpoint these factors, researchers need to collect relevant information about classroom processes and related outcomes (Pianta et al., 2008), and one method for collecting information on the classroom environment is systematic direct observation. Early Childhood Classroom Observation Systems The utilization of direct observation in classrooms has helped to elucidate the nature of effective teaching (Good & Brophy, 2000). Although the first observation scales date to the 1940s, Sandefur and Bressler (1970) identified the 1960s as a time when the majority of early systems were developed. In their seminal review, Sandefur and Bressler grouped observation systems into affective systems (concerned with the emotional climate of the classroom), cognitive systems (concerned with intellectual activities which improve cognitive processes and skills), and multidimensional systems (assessed both the affective and cognitive domains). Many of the scales emphasized analysis of interactions between student and teacher. Since Sandefur and Bressler's (1970) review, observation systems have continued to directly measure effective teaching strategies that promote positive academic, social, and emotional growth in children. In a recent review of early childhood classroom observation measures and environmental rating scales, Grinder (2007) identified several scales for the early education environment, such as Early Childhood Environment Rating Scale- Revised (ECERS-R; Harms, Clifford, & Cryer, 1998), Early Language and Literacy Classroom Observation (ELLCO; Smith & Dickinson, 2002; Smith, Brady, & Clark-Chiarelli, 2008) and CLASS Pre-K (Pianta et al. …
We examined the association between the percentage of students with disabilities (SWD) in general... more We examined the association between the percentage of students with disabilities (SWD) in general education teachers’ classes and their likelihood of turnover, investigating potential internal and external resources (certification, experience, preparation, classroom management, and working conditions) as moderators and disaggregating types of teacher mobility. Before accounting for other variables, the percentage of SWD, and the percentage of students with most specific disabilities, in teachers’ classes were positively associated with moving within and moving between districts. These associations were not significant after accounting for student, teacher, and school characteristics. We identified a negative association between leaving teaching in the state and the percentage of SWD in teachers’ classes, even after accounting for other variables. Dual-certification and instructional leadership moderated some of these associations. Results suggest that future research is needed to id...
The creation of psychometrically sound assessments of teacher well-being is critical given the al... more The creation of psychometrically sound assessments of teacher well-being is critical given the alarmingly high rates of teacher burnout reported among U.S. educators. The present study sought to address this need by developing the Measures of Stressors and Supports for Teachers (MOST), a teacher-report questionnaire designed to assess ecological and psychological factors that affect teachers’ professional well-being. To assess structural validity, the MOST was administered to a sample of K–12 educators ( N = 218). Methods outlined in Classical Test Theory and exploratory factor analysis were conducted to examine items and assess the factor structure of the MOST. Factor analytic findings yielded a 40-item, nine-factor structure (Parents, Colleagues, School Leadership and Belonging, Classroom Students, Students With Disabilities, Time Pressure, Professional Development, Safety, and Emotional State). Implications for further validation and use of the MOST are discussed.
The current article presents a critical review of empirical evidence for six observation scales c... more The current article presents a critical review of empirical evidence for six observation scales commonly used in practice to evaluate the quality of the early childhood classroom environment. Specifically, the theoretical foundation, content, and psychometric properties are reviewed for each scale. Based on the strengths and limitations of the evidence for each measure, recommendations are made regarding use of these specific systems in early education settings.
ABSTRACT Research Findings: The present study explored the extent to which teachers’ participatio... more ABSTRACT Research Findings: The present study explored the extent to which teachers’ participation in professional development focused on children’s social-emotional learning moderated the relation between self-reported burnout and teacher–child interactions. The sample included 307 Head Start preschool teachers who participated in a large randomized controlled trial, the Head Start CARES (Classroom-based Approaches and Resources for Emotion and Social skill promotion) Project. Teachers were assigned to one of the three SEL interventions (PATHS, Incredible Years, or Tools of the Mind–Play) or a control group. Results revealed a moderating effect of treatment condition. Specifically, in control classrooms, higher self-reported burnout was related to a decline in Instructional Support scores over the course of the year. In contrast, the negative association between burnout and teacher–child interactions was not present in the intervention condition. Follow-up analyses indicated that this moderating effect was only present for teachers who were trained in the PATHS and Incredible Years interventions. Practice or Policy: Findings suggest that training and participation in interventions focused on social-emotional learning may serve as a buffer against the detrimental influence of burnout on teachers’ classroom practices.
ABSTRACT Research Findings: This study of kindergarten monolingual and Dual Language Learners (DL... more ABSTRACT Research Findings: This study of kindergarten monolingual and Dual Language Learners (DLLs) (N=263; mean age = 63.40 months) and their teachers (N=27) found significant mean differences in the observed quality of language interactions in classrooms with differing proportions of DLLs. Teachers instructing in classrooms with higher numbers of DLLs had lower levels of concept development and quality of feedback. Moderation findings revealed that interactions supporting concept development were particularly beneficial for DLLs’ vocabulary growth. Practice and Policy: Study results underscore the importance of using language interaction practices that cultivate higher-order thinking with DLLs.
Research from the past two decades positions relational trust as a key factor in school reform ef... more Research from the past two decades positions relational trust as a key factor in school reform efforts. Trust between teachers and their principal (teacher-principal trust) and teachers and their colleagues (teacher-teacher trust) are particularly important. Leading Together (LT) is a new professional development and coaching model of the Center for Courage & Renewal designed to develop individual and collective capacity to build trust and enhance communication among adults in schools. In this article, we investigate the relation between successful implementation of LT and changes in trust in eight schools that participated in a pilot study of LT from 2012 to 2014. Results showed moderate increases in teacher-principal trust and teacher-teacher trust in schools implementing LT successfully. This article describes changes in trust and processes needed for the successful implementation of team-implemented programs, models, or approaches.
The quality of children's relationships with their primary teachers has been identified as on... more The quality of children's relationships with their primary teachers has been identified as one of the most powerful factors related to student learning and future academic success (La Paro & Pianta, 2000; Pianta, La Paro, Payne, Cox, & Bradley, 2002). The theoretical basis for high quality education suggests that interactions between students and adults are the primary mechanism for facilitating student learning and development (Pianta, La Paro, & Hamre, 2008; Rutter & Maughan, 2002). Didactic theory also places importance on the way in which educators utilize the materials with which they are provided in order to engage children in active learning (Rutter & Maughan). Two theoretical models, the Bioecological model (Bronfenbrenner & Morris, 1998) and General Systems Theory (Pianta, 1999), provide useful frameworks for understanding child development in relation to the classroom environment. In the Bioecological model, development is viewed as a process that occurs not only withi...
Journal of Early Childhood and Infant Psychology, 2011
The quality of children's relationships with their primary teachers has been identified as on... more The quality of children's relationships with their primary teachers has been identified as one of the most powerful factors related to student learning and future academic success (La Paro & Pianta, 2000; Pianta, La Paro, Payne, Cox, & Bradley, 2002). The theoretical basis for high quality education suggests that interactions between students and adults are the primary mechanism for facilitating student learning and development (Pianta, La Paro, & Hamre, 2008; Rutter & Maughan, 2002). Didactic theory also places importance on the way in which educators utilize the materials with which they are provided in order to engage children in active learning (Rutter & Maughan). Two theoretical models, the Bioecological model (Bronfenbrenner & Morris, 1998) and General Systems Theory (Pianta, 1999), provide useful frameworks for understanding child development in relation to the classroom environment. In the Bioecological model, development is viewed as a process that occurs not only within the child, but also via interaction within the child's environment. Therefore, interventions that impact social processes with teachers, peers, and schools will, in turn, influence the child's growth (Rimm-Kaufman & Chiu, 2007). General Systems Theory, a framework regarding the complex relationships between biological, ecological, social and other living systems, can also be applied to experiences within the classroom setting (Pianta). In this theory, teachers' relationships are critical to children's development, and these relationships are vehicles by which children's needs can be addressed. Teachers serve as role models and regulate behavior through interactions, relationships, and behavior management strategies. As a result, children's strengths and needs are not just defined by their academic abilities; rather they also are seen as the result of the educator's teaching methods in the classroom setting (Rimm-Kaufman & Chiu). Exemplary early education programs provide support for social and emotional functioning, use consistent behavior management methods, establish positive student-teacher relationships, and utilize language modeling (Howes et al., 2008; Pianta, 1999). According to Hamre and Pianta (2005), teacher warmth and support help children's achievement and adjustment. To pinpoint these factors, researchers need to collect relevant information about classroom processes and related outcomes (Pianta et al., 2008), and one method for collecting information on the classroom environment is systematic direct observation. Early Childhood Classroom Observation Systems The utilization of direct observation in classrooms has helped to elucidate the nature of effective teaching (Good & Brophy, 2000). Although the first observation scales date to the 1940s, Sandefur and Bressler (1970) identified the 1960s as a time when the majority of early systems were developed. In their seminal review, Sandefur and Bressler grouped observation systems into affective systems (concerned with the emotional climate of the classroom), cognitive systems (concerned with intellectual activities which improve cognitive processes and skills), and multidimensional systems (assessed both the affective and cognitive domains). Many of the scales emphasized analysis of interactions between student and teacher. Since Sandefur and Bressler's (1970) review, observation systems have continued to directly measure effective teaching strategies that promote positive academic, social, and emotional growth in children. In a recent review of early childhood classroom observation measures and environmental rating scales, Grinder (2007) identified several scales for the early education environment, such as Early Childhood Environment Rating Scale- Revised (ECERS-R; Harms, Clifford, & Cryer, 1998), Early Language and Literacy Classroom Observation (ELLCO; Smith & Dickinson, 2002; Smith, Brady, & Clark-Chiarelli, 2008) and CLASS Pre-K (Pianta et al. …
We examined the association between the percentage of students with disabilities (SWD) in general... more We examined the association between the percentage of students with disabilities (SWD) in general education teachers’ classes and their likelihood of turnover, investigating potential internal and external resources (certification, experience, preparation, classroom management, and working conditions) as moderators and disaggregating types of teacher mobility. Before accounting for other variables, the percentage of SWD, and the percentage of students with most specific disabilities, in teachers’ classes were positively associated with moving within and moving between districts. These associations were not significant after accounting for student, teacher, and school characteristics. We identified a negative association between leaving teaching in the state and the percentage of SWD in teachers’ classes, even after accounting for other variables. Dual-certification and instructional leadership moderated some of these associations. Results suggest that future research is needed to id...
The creation of psychometrically sound assessments of teacher well-being is critical given the al... more The creation of psychometrically sound assessments of teacher well-being is critical given the alarmingly high rates of teacher burnout reported among U.S. educators. The present study sought to address this need by developing the Measures of Stressors and Supports for Teachers (MOST), a teacher-report questionnaire designed to assess ecological and psychological factors that affect teachers’ professional well-being. To assess structural validity, the MOST was administered to a sample of K–12 educators ( N = 218). Methods outlined in Classical Test Theory and exploratory factor analysis were conducted to examine items and assess the factor structure of the MOST. Factor analytic findings yielded a 40-item, nine-factor structure (Parents, Colleagues, School Leadership and Belonging, Classroom Students, Students With Disabilities, Time Pressure, Professional Development, Safety, and Emotional State). Implications for further validation and use of the MOST are discussed.
The current article presents a critical review of empirical evidence for six observation scales c... more The current article presents a critical review of empirical evidence for six observation scales commonly used in practice to evaluate the quality of the early childhood classroom environment. Specifically, the theoretical foundation, content, and psychometric properties are reviewed for each scale. Based on the strengths and limitations of the evidence for each measure, recommendations are made regarding use of these specific systems in early education settings.
ABSTRACT Research Findings: The present study explored the extent to which teachers’ participatio... more ABSTRACT Research Findings: The present study explored the extent to which teachers’ participation in professional development focused on children’s social-emotional learning moderated the relation between self-reported burnout and teacher–child interactions. The sample included 307 Head Start preschool teachers who participated in a large randomized controlled trial, the Head Start CARES (Classroom-based Approaches and Resources for Emotion and Social skill promotion) Project. Teachers were assigned to one of the three SEL interventions (PATHS, Incredible Years, or Tools of the Mind–Play) or a control group. Results revealed a moderating effect of treatment condition. Specifically, in control classrooms, higher self-reported burnout was related to a decline in Instructional Support scores over the course of the year. In contrast, the negative association between burnout and teacher–child interactions was not present in the intervention condition. Follow-up analyses indicated that this moderating effect was only present for teachers who were trained in the PATHS and Incredible Years interventions. Practice or Policy: Findings suggest that training and participation in interventions focused on social-emotional learning may serve as a buffer against the detrimental influence of burnout on teachers’ classroom practices.
ABSTRACT Research Findings: This study of kindergarten monolingual and Dual Language Learners (DL... more ABSTRACT Research Findings: This study of kindergarten monolingual and Dual Language Learners (DLLs) (N=263; mean age = 63.40 months) and their teachers (N=27) found significant mean differences in the observed quality of language interactions in classrooms with differing proportions of DLLs. Teachers instructing in classrooms with higher numbers of DLLs had lower levels of concept development and quality of feedback. Moderation findings revealed that interactions supporting concept development were particularly beneficial for DLLs’ vocabulary growth. Practice and Policy: Study results underscore the importance of using language interaction practices that cultivate higher-order thinking with DLLs.
Research from the past two decades positions relational trust as a key factor in school reform ef... more Research from the past two decades positions relational trust as a key factor in school reform efforts. Trust between teachers and their principal (teacher-principal trust) and teachers and their colleagues (teacher-teacher trust) are particularly important. Leading Together (LT) is a new professional development and coaching model of the Center for Courage & Renewal designed to develop individual and collective capacity to build trust and enhance communication among adults in schools. In this article, we investigate the relation between successful implementation of LT and changes in trust in eight schools that participated in a pilot study of LT from 2012 to 2014. Results showed moderate increases in teacher-principal trust and teacher-teacher trust in schools implementing LT successfully. This article describes changes in trust and processes needed for the successful implementation of team-implemented programs, models, or approaches.
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Papers by Lia Sandilos