An exploratory study of how measuring knowledge-in-use adds value beyond static knowledge measures

[1]  Shayne B. Piasta,et al.  Doing Assessment: A Multicase Study of Preschool Teachers’ Language and Literacy Data Practices , 2021, Reading Research Quarterly.

[2]  Lisa M. Domke,et al.  Examining Certification Requirements in Early Math and Literacy: What Do States Expect Prekindergarten Teachers to Know? , 2021 .

[3]  Julie Dwyer,et al.  Where and when is support for vocabulary development occurring in preschool classrooms? , 2020 .

[4]  Shayne B. Piasta,et al.  Exploring the nature of associations between educators’ knowledge and their emergent literacy classroom practices , 2020 .

[5]  David K. Dickinson,et al.  Relationships Among Teachers’ Use of Mental State Verbs and Children’s Vocabulary Growth , 2018 .

[6]  Shayne B. Piasta,et al.  Early Childhood General and Special Educators: An Examination of Similarities and Differences in Beliefs, Knowledge, and Practice , 2018 .

[7]  Deborah E. White,et al.  Thematic Analysis , 2017 .

[8]  Rachel E. Schachter,et al.  Teaching for tomorrow: An exploratory study of prekindergarten teachers’ underlying assumptions about how children learn , 2017 .

[9]  Shayne B. Piasta,et al.  Effectiveness of Large-Scale, State-Sponsored Language and Literacy Professional Development on Early Childhood Educator Outcomes , 2017 .

[10]  Rachel E. Schachter,et al.  Early Childhood Teachers’ Pedagogical Reasoning About How Children Learn During Language and Literacy Instruction , 2017 .

[11]  Shayne B. Piasta,et al.  The effects of language- and literacy-focused professional development on early educators and children: A best-evidence meta-analysis , 2017 .

[12]  Shayne B. Piasta,et al.  Early childhood educators' knowledge, beliefs, education, experiences, and children's language- and literacy-learning opportunities: What is the connection? , 2016 .

[13]  V. Buysse,et al.  Exploring the professional development landscape: Summary from four states , 2015 .

[14]  Sonia Q. Cabell,et al.  Relating prekindergarten teacher beliefs and knowledge to children's language and literacy development , 2015 .

[15]  Laura M. Justice,et al.  Teacher-child conversations in preschool classrooms: Contributions to children's vocabulary development , 2015 .

[16]  Jae-Eun Lee.  A Study of Pre-Kindergarten Teachers' Knowledge about Children's Mathematical Thinking , 2014 .

[17]  Shayne B. Piasta,et al.  Language- and literacy-learning opportunities in early childhood classrooms: Children's typical experiences and within-classroom variability , 2014 .

[18]  Mistilina Sato,et al.  What Is the Underlying Conception of Teaching of the edTPA? , 2014 .

[19]  Sue Cherrington,et al.  Using video to promote early childhood teachers' thinking and reflection , 2014 .

[20]  Noah D. Goodman,et al.  A rational account of pedagogical reasoning: Teaching by, and learning from, examples , 2014, Cognitive Psychology.

[21]  Kevin J. Grimm,et al.  A cross-lag analysis of longitudinal associations between preschool teachers’ instructional support identification skills and observed behavior , 2014 .

[22]  David K. Dickinson,et al.  Impact of an Early Reading First program on the language and literacy achievement of children from diverse language backgrounds , 2013 .

[23]  Mary J. Schleppegrell.  Academic Language in Teaching and Learning , 2012, The Elementary School Journal.

[24]  Robert C. Pianta,et al.  A Course on Effective Teacher-Child Interactions , 2012 .

[25]  Shayne B. Piasta,et al.  The impact of teacher responsivity education on preschoolers' language and literacy skills. , 2011, American journal of speech-language pathology.

[26]  Annemarie H. Hindman,et al.  Measuring Teachers’ Knowledge About Early Language and Literacy: Practical Implications and Considerations , 2011 .

[27]  Annemarie H. Hindman,et al.  Improving Vocabulary and Pre-Literacy Skills of At-Risk Preschoolers Through Teacher Professional Development , 2011 .

[28]  David K. Dickinson,et al.  Relation between language experiences in preschool classrooms and children's kindergarten and fourth-grade language and reading abilities. , 2011, Child development.

[29]  K. Diamond,et al.  Head Start Teachers’ Views of Phonological Awareness and Vocabulary Knowledge Instruction , 2010 .

[30]  Matthew J. Koehler,et al.  Effects of an early literacy professional development intervention on head start teachers and children. , 2010 .

[31]  Ying Guo,et al.  Relations among Preschool Teachers' Self-Efficacy, Classroom Quality, and Children's Language and Literacy Gains. , 2010 .

[32]  Michael Hansen,et al.  Race, Gender, and Teacher Testing: How Informative a Tool Is Teacher Licensure Testing? , 2010 .

[33]  Timothy W. Curby,et al.  Teacher–child interactions and children’s achievement trajectories across kindergarten and first grade. , 2009 .

[34]  Julie S. Lynch,et al.  Predicting Reading Comprehension in Early Elementary School: The Independent Contributions of Oral Language and Decoding Skills , 2009 .

[35]  Gema Zamarro,et al.  Teacher qualifications and student achievement in urban elementary schools , 2009 .

[36]  Pernilla Nilsson,et al.  From lesson plan to new comprehension: exploring student teachers’ pedagogical reasoning in learning about teaching , 2009 .

[37]  Susan B. Neuman,et al.  The Impact of Professional Development and Coaching on Early Language and Literacy Instructional Practices , 2009 .

[38]  Joanne F. Carlisle,et al.  Exploration of the contribution of teachers’ knowledge about reading to their students’ improvement in reading , 2009 .

[39]  Andrew J. Mashburn,et al.  Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills. , 2008, Child development.

[40]  L. Justice,et al.  Educators' Use of Cognitively Challenging Questions in Economically Disadvantaged Preschool Classroom Contexts , 2008 .

[41]  Charles A. Perfetti,et al.  Context Variation and Definitions in Learning the Meanings of Words: An Instance-Based Learning Approach , 2008 .

[42]  Andrew J. Mashburn,et al.  Quality of Language and Literacy Instruction in Preschool Classrooms Serving At-Risk Pupils. , 2008, Early childhood research quarterly.

[43]  K. Mccartney,et al.  Quality Child Care Supports the Achievement of Low-Income Children: Direct and Indirect Pathways Through Caregiving and the Home Environment. , 2007, Journal of applied developmental psychology.

[44]  David K. Dickinson,et al.  Building support for language and early literacy in preschool classrooms through in-service professional development: Effects of the Literacy Environment Enrichment Program (LEEP) , 2007 .

[45]  Robert E. Lee,et al.  Preschoolers' social competence: Relations to family characteristics, teacher behaviors and classroom climate , 2007 .

[46]  Raymond L. Pecheone,et al.  Evidence in Teacher Education , 2006 .

[47]  Pathways to reading: the role of oral language in the transition to reading. , 2005, Developmental psychology.

[48]  M. Selke,et al.  Validity of Standardized Teacher Test Scores for Predicting Beginning Teacher Performance , 2004 .

[49]  G. Duncan.  Modeling the impacts of child care quality on children's preschool cognitive development. , 2003, Child development.

[50]  S. Raudenbush,et al.  Resources, Instruction, and Research , 2003 .

[51]  G. Whitehurst,et al.  Oral language and code-related precursors to reading: evidence from a longitudinal structural model. , 2002, Developmental psychology.

[52]  Bonnie Knoke,et al.  Early Child Care and Children’s Development Prior to School Entry: Results from the NICHD Study of Early Child Care , 2002 .

[53]  M. Bornstein,et al.  Maternal responsiveness and children's achievement of language milestones. , 2001, Child development.

[54]  C. Snow,et al.  Lexical input as related to children's vocabulary acquisition: effects of sophisticated exposure and support for meaning. , 2001, Developmental psychology.

[55]  Robert C. Pianta,et al.  The relation of child care to cognitive and language development , 1999 .

[56]  J. Lapadat,et al.  Transcription in Research and Practice: From Standardization of Technique to Interpretive Positionings , 1999 .

[57]  David K. Dickinson,et al.  Preschool talk: Patterns of teacher-child interaction in early childhood classrooms. , 1991 .

[58]  L. Shulman.  Knowledge and Teaching: Foundations of the New Reform , 1987 .

[59]  H. Munby.  The place of teachers' beliefs in research on teacher thinking and decision making, and an alternative methodology , 1982 .

[60]  Richard J. Shavelson,et al.  Research on Teachers’ Pedagogical Thoughts, Judgments, Decisions, and Behavior , 1981 .

[61]  Robert J. Yinger,et al.  Research on Teacher Thinking , 1977 .