My research and teaching focus on the measurement and improvement of teachers’ practice and knowledge causally related to students’ academic, behavioral, and social outcomes. Evidence supports operationalizing effective practice and knowledge in terms of observable teacher-student interactions. We can improve teacher-student interactions by providing teachers with explicit evaluations, feedback, and training. However, teacher improvement efforts must be supported by reliable, valid measurement and rigorous research designs. In my research program, I seek to 1) measure teachers’ practice of effective teacher-student interactions through observations that are reliable and valid, 2) measure teachers’ knowledge of effective interactions related to observed teacher practice and to student outcomes, and 3) identify processes that improve teachers’ practice and knowledge of effective teacher-student interactions in school contexts.
Ph.D., University of Virginia, Educational Psychology – Applied Developmental Science
B.S., Furman University, Psychology
Measuring teacher effectiveness: Video Assessment of Interactions and Learning: Development of a scalable, web-based assessment of elementary grade teachers’ skills in identifying effective classroom interaction.
Observing the Setting-level Impact of a High School Behavioral Change Intervention: A 60-School Randomized Trial (PI: Catherine Bradshaw), Co-Investigator: Collected and now analyzing observational data related to student behavior, classroom context, and school climate in conjunction with a 60 high school randomized trial of PBIS and related evidence-based prevention programs in high schools. This project represents one component of the Maryland Safe and Supportive Schools (MDS3) Project.
National Center for Research on Early Childhood Education (NCRECE; PI: Robert Pianta): A large randomized controlled trial of two types of professional development delivered to over 490 early childhood education teachers.