A. Cash

发表

Rater calibration when observational assessment occurs at large scale: Degree of calibration and characteristics of raters associated with calibration

B. Hamre, R. Pianta, S. Myers, 2012 .

Assessing the Association Between Observed School Disorganization and School Violence: Implications for School Climate Interventions

Catherine P. Bradshaw, C. Bradshaw, Katrina J. Debnam, 2017 .

A Call for Mixed Methods in Evaluating Teacher Preparation Programs

A. Cash, 2016 .

Using Generalizability Theory to Examine Sources of Variance in Observed Behaviors within High School Classrooms.

C. Bradshaw, Tashia Abry, A. Cash, 2014 .

Associations between teachers’ skill in identifying effective interactions and children's gains in language, literacy, and early learning behaviors

R. Pianta, A. Cash, 2023, Early Childhood Research Quarterly.

Profiles of classroom behavior in high schools: associations with teacher behavior management strategies and classroom composition.

Catherine P. Bradshaw, Elise T. Pas, Lindsey M. O’Brennan, 2015, Journal of school psychology.

An Examination of the Association between Observed and Self-Reported Culturally Proficient Teaching Practices.

Catherine P. Bradshaw, Elise T. Pas, C. Bradshaw, 2015 .

Observations of Student Behavior in Nonclassroom Settings

Catherine P. Bradshaw, C. Bradshaw, P. Leaf, 2015 .

Power of Two: The Impact of 2 Years of High Quality Teacher Child Interactions

Kevin J. Grimm, K. Grimm, R. Pianta, 2018, Early Education and Development.

Relating prekindergarten teacher beliefs and knowledge to children's language and literacy development

Sonia Q. Cabell, J. DeCoster, B. Hamre, 2015 .

Candidate and Program Characteristics Associated with EdTPA Performance

Drew Polly, S. Michael Putman, Anne H. Cash, 2019, Action in Teacher Education.

Coaching Classroom-Based Preventive Interventions

Catherine P. Bradshaw, Elise T. Pas, C. Bradshaw, 2014 .

Examining coaches’ feedback to preservice teacher candidates on a core practice

Hilary Dack, A. Cash, W. Leach, 2022, International Journal of Mentoring and Coaching in Education.

Examining the Impact of Structured Clinical Experiences within a School-University Partnership on Student-Teacher Candidate Instructional Interactions

Drew Polly, A. Cash, S. Putman, 2021, The Teacher Educator.

Teacher engagement in core components of an effective, early childhood professional development course: Links to changes in teacher–child interactions

Amanda P. Williford, B. Hamre, R. Pianta, 2017 .

The Role of Scheduling in Observing Teacher–Child Interactions

R. Pianta, A. Cash, 2014 .

The Role of Scheduling in Observing Teacher-Child Interactions.

R. Pianta, A. Cash, 2014 .

Preservice Teachers’ Skills to Identify Effective Teaching Interactions: Does It Relate to Their Ability to Implement Them?

A. Cash, Jennifer LoCasale-Crouch, Peter D. Wiens, 2020 .

Development of Teacher Education Candidates’ Self-Efficacy for Culturally Responsive Teaching Through Extended Clinical Experiences

Drew Polly, A. Cash, S. Putman, 2023, Action in Teacher Education.

University-district partnerships to improve field experiences: Associations with candidate perceptions and performance

A. Cash, Laura C. Hart, John A. Williams, 2020 .

Occasions and the Reliability of Classroom Observations: Alternative Conceptualizations and Methods of Analysis

Andrew J. Mashburn, J. P. Meyer, A. Cash, 2011 .

Examining the Psychometrics and Characteristics of the Assessing School Settings: Interactions of Students and Teachers

Catherine P. Bradshaw, Elise T. Pas, Katrina J. Debnam, 2023, Assessment for Effective Intervention.