Bridget Hamre
Biographic Data
| ID | 6033685 |
|---|---|
| NAME | Bridget Hamre |
| GIVEN NAMES | Bridget |
| FAMILY NAME | Hamre |
| SIGNATURE | HAMRE B |
| AFFILIATIONS | University of Virginia |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Results from a randomized trial of the effective classroom interactions for toddler educators professional development intervention
Teacher Education and the Quality of Teacher-Child Interactions: New Evidence from the Universe of Publicly-Funded Early Childhood Programs in Louisiana
Research Findings: Many policy efforts designed to improve the quality of early care and education (ECE) settings in the United States have focused on increasing teachers’ education levels, despite the weak evidence linking education to quality. Much of this evidence comes from studies with single-sector samples (e.g., only child care, Head Start, or state pre-k) and typically does not include programs serving toddlers. This paper addresses these…
Exploring Teachers’ Depressive Symptoms, Interaction Quality, and Children’s Social-Emotional Development in Head Start
Research Findings: This study explored the role Head Start teachers’ (n = 355) depressive symptoms play in their interactions with children and in children’s (n = 2,203) social-emotional development, specifically changes in children’s problem behaviors and social skills as reported by parents and teachers during the preschool year. Results of the multilevel path analyses revealed that children in classrooms with more depressed teachers made signi…
Quality in Early Education Classrooms: Definitions, Gaps, and Systems
Parents, professionals, and policymakers agree that quality is crucial for early education. But precise, consistent, and valid definitions of quality have been elusive. In this article, Robert Pianta, Jason Downer, and Bridget Hamre tackle the questions of how to define quality, how to measure it, and how to ensure that more children experience it. Definitions of quality in early education, the authors write, generally include four aspects. The f…
Evidence for General and Domain-Specific Elements of Teacher–Child Interactions: Associations With Preschool Children's Development
This study evaluates a model for considering domain-general and domain-specific associations between teacher–child interactions and children's development, using a bifactor analytic strategy. Among a sample of 325 early childhood classrooms there was evidence for both general elements of teacher–child interaction (responsive teaching) and domain-specific elements related to positive management and routines and cognitive facilitation. Among a dive…
Observations of Effective Teacher–Student Interactions in Secondary School Classrooms: Predicting Student Achievement With the Classroom Assessment Scoring System—Secondary
Multilevel modeling techniques were used with a sample of 643 students enrolled in 37 secondary school classrooms to predict future student achievement (controlling for baseline achievement) from observed teacher interactions with students in the classroom, coded using the Classroom Assessment Scoring System-Secondary. After accounting for prior year test performance, qualities of teacher interactions with students predicted student performance o…
The Pivotal Role of Adolescent Autonomy in Secondary School Classrooms
Teacher–Child Interactions in the Classroom: Toward a Theory of Within- and Cross-Domain Links to Children's Developmental Outcomes
Research Findings: Effective teaching in early childhood (EC) care and education settings requires skillful combinations of explicit instruction, sensitive and warm interactions, responsive feedback, and verbal engagement intentionally directed to ensure children's learning and embedded within a classroom environment that is not overly structured or regimented. These aspects of instruction and interaction uniquely predict gains in young children'…
Relationships Between Teachers and Children
This chapter examines the expanding body of research that demonstrates the central role of teacher‐student relationships and its reciprocal effect on students' learning, achievement, and school engagement and teachers' sense of efficacy, job satisfaction and retention in teaching. Pianta and colleagues review current work on teacher‐student relationships that has identified qualitative and quantitative parameters in relational processes between c…
Relationships Between Teachers and Children
This chapter examines the expanding body of research that demonstrates the central role of teacher‐student relationships and its reciprocal effect on students' learning, achievement, and school engagement and teachers' sense of efficacy, job satisfaction and retention in teaching. Pianta and colleagues review current work on teacher‐student relationships that has identified qualitative and quantitative parameters in relational processes between c…
Teacher–Child Interactions in the Classroom: Toward a Theory of Within- and Cross-Domain Links to Children's Developmental Outcomes
Research Findings: Effective teaching in early childhood (EC) care and education settings requires skillful combinations of explicit instruction, sensitive and warm interactions, responsive feedback, and verbal engagement intentionally directed to ensure children's learning and embedded within a classroom environment that is not overly structured or regimented. These aspects of instruction and interaction uniquely predict gains in young children'…
The Pivotal Role of Adolescent Autonomy in Secondary School Classrooms
Observations of Effective Teacher–Student Interactions in Secondary School Classrooms: Predicting Student Achievement With the Classroom Assessment Scoring System—Secondary
Multilevel modeling techniques were used with a sample of 643 students enrolled in 37 secondary school classrooms to predict future student achievement (controlling for baseline achievement) from observed teacher interactions with students in the classroom, coded using the Classroom Assessment Scoring System-Secondary. After accounting for prior year test performance, qualities of teacher interactions with students predicted student performance o…
Evidence for General and Domain-Specific Elements of Teacher–Child Interactions: Associations With Preschool Children's Development
This study evaluates a model for considering domain-general and domain-specific associations between teacher–child interactions and children's development, using a bifactor analytic strategy. Among a sample of 325 early childhood classrooms there was evidence for both general elements of teacher–child interaction (responsive teaching) and domain-specific elements related to positive management and routines and cognitive facilitation. Among a dive…
Exploring Teachers’ Depressive Symptoms, Interaction Quality, and Children’s Social-Emotional Development in Head Start
Research Findings: This study explored the role Head Start teachers’ (n = 355) depressive symptoms play in their interactions with children and in children’s (n = 2,203) social-emotional development, specifically changes in children’s problem behaviors and social skills as reported by parents and teachers during the preschool year. Results of the multilevel path analyses revealed that children in classrooms with more depressed teachers made signi…
Quality in Early Education Classrooms: Definitions, Gaps, and Systems
Parents, professionals, and policymakers agree that quality is crucial for early education. But precise, consistent, and valid definitions of quality have been elusive. In this article, Robert Pianta, Jason Downer, and Bridget Hamre tackle the questions of how to define quality, how to measure it, and how to ensure that more children experience it. Definitions of quality in early education, the authors write, generally include four aspects. The f…
Teacher Education and the Quality of Teacher-Child Interactions: New Evidence from the Universe of Publicly-Funded Early Childhood Programs in Louisiana
Research Findings: Many policy efforts designed to improve the quality of early care and education (ECE) settings in the United States have focused on increasing teachers’ education levels, despite the weak evidence linking education to quality. Much of this evidence comes from studies with single-sector samples (e.g., only child care, Head Start, or state pre-k) and typically does not include programs serving toddlers. This paper addresses these…
Results from a randomized trial of the effective classroom interactions for toddler educators professional development intervention
Early Childhood Education and Development (9 works) · Psychology (9 works) · Developmental psychology (6 works) · Parental Involvement in Education (6 works) · Pedagogy (6 works) · Early childhood education (4 works) · Mathematics education (4 works) · Medicine (4 works) · Medical education (3 works) · Teacher Education and Leadership Studies (3 works)