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 diverse population of 4-year-old children (n = 1,407) responsive teaching was modestly associated with development across social and cognitive domains, whereas positive management and routines was modestly associated with increases in inhibitory control and cognitive facilitation was associated with gains in early language and literacy skills. The conceptual and methodological contributions and challenges of this approach are discussed.

STEAM, where the "A" represents arts and humanities, is considered a transdisciplinary learning process that has the potential to increase diverse participation in science, technology, engineering, and math (STEM) fields. However, a welldefined conceptual model that clearly articulates essential components of the STEAM approach is needed to conduct empirical research on STEAM's efficacy-in particular, the teaching content that should be considered when enacting STEAM teaching practices. This paper proposes a conceptual model of STEAM, providing educators with the opportunity to teach effectively using transdisciplinary inquiry. The instructional content domain of the model includes problem-based delivery, discipline integration, and problem-solving skills.

No abstract

Contemporary education reforms focus on assessing teachers' performance and developing selection mechanisms for hiring effective teachers. Tools that enable the prediction of teachers' classroom performance promote schools' ability to hire teachers more likely to be successful in the classroom. In addition, these assessment tools can be used for teacher training and preparation that contributes to improved student performance. This article summarizes the theoretical and empirical support for a direct assessment of teachers' skill in detecting and identifying effective classroom interactions-the Video Assessment of Interaction and Learning (VAIL). Findings from a study of 270 preschool teachers suggest that the VAIL reliably measures teachers' interaction detection and identification skills. Teachers who can accurately detect effective interactions on video exemplars tend to have more years of education and display more effective interactions with the students in their classroom. Findings are discussed in terms of the implications for teacher selection, preparation, and training. E F F E C T I V E educators promote students' cognitive and social development, which in turn facilitate lifelong learning and success (McCartney, Dearing, Taylor, & Bub, 2007; Pianta et al., 2009). The importance of effective educators is highlighted by the focus on improving selection, preparation, and evaluation of teachers as part of contemporary education reforms targeting student the elementary school journal volume 115, number 3

No abstract