Hamre, Bridget K.
Bridget K Hamre researcher
VIAF ID: 271653054 (Personal)
Permalink: http://viaf.org/viaf/271653054
Preferred Forms
- 100 0 _ ‡a Bridget K Hamre ‡c researcher
- 100 1 _ ‡a Hamre, Bridget K.
- 100 1 _ ‡a Hamre, Bridget K.
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- 100 1 _ ‡a Hamre, Bridget K.
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- 100 1 _ ‡a Hamre, Bridget K.
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4xx's: Alternate Name Forms (1)
Works
Title | Sources |
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An Argument Approach to Observation Protocol Validity | |
Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? | |
Classroom assessment scoring system (CLASS) manual, toddler | |
Combining Classroom Observations and Value Added for the Evaluation and Professional Development of Teachers | |
Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity | |
A cross-lag analysis of longitudinal associations between preschool teachers’ instructional support identification skills and observed behavior | |
Dimensions guide | |
Effect of Observation Mode on Measures of Secondary Mathematics Teaching | |
Effective early childhood professional development : improving teacher practice and child outcomes | |
Effects of Web-Mediated Professional Development Resources on Teacher-Child Interactions in Pre-Kindergarten Classrooms | |
Evidence for general and domain-specific elements of teacher-child interactions: associations with preschool children's development | |
Exploring Teachers’ Depressive Symptoms, Interaction Quality, and Children’s Social-Emotional Development in Head Start | |
How schools can do better: fostering stronger connections between teachers and students. | |
Implementation fidelity of MyTeachingPartner literacy and language activities: Association with preschoolers’ language and literacy growth | |
Implementation of a Course Focused on Language and Literacy Within Teacher–Child Interactions: Instructor and Student Perspectives Across Three Institutions of Higher Education | |
Individual and Contextual Factors Associated with Pre-Kindergarten Teachers' Responsiveness to the MyTeachingPartner Coaching Intervention | |
Linking preschool language and sustained attention with adolescent achievement through classroom self-reliance | |
A Lot of Students and Their Teachers Need Support: Using a Common Framework to Observe Teacher Practices Might Help | |
Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills | |
Measures of Early Adolescent Development and School Contexts: Narrowing the Research to Practice Divide | |
The pivotal role of adolescent autonomy in secondary school classrooms | |
Promoting Young Children's Social Competence through the Preschool PATHS Curriculum and MyTeachingPartner Professional Development Resources | |
Quality in Kindergarten Classrooms: Observational Evidence for the Need to Increase Children's Learning Opportunities in Early Education Classrooms | |
Quality of Language and Literacy Instruction in Preschool Classrooms Serving At-Risk Pupils | |
Rater calibration when observational assessment occurs at large scale: Degree of calibration and characteristics of raters associated with calibration | |
Relating prekindergarten teacher beliefs and knowledge to children's language and literacy development | |
Self-reported depression in nonfamilial caregivers: prevalence and associations with caregiver behavior in child-care settings | |
STARS students, teachers, and relationship support, c2001: | |
Student Teaching Feedback and Evaluation: Results From a Seven-State Survey | |
Student Teaching Within Early Childhood Teacher Preparation Programs: An Examination of Key Features Across 2- and 4-Year Institutions | |
Teacher and Classroom Characteristics Associated With Teachers’ Ratings of Prekindergartners’ Relationships and Behaviors | |
Teacher Characteristics Associated with Responsiveness and Exposure to Consultation and On-line Professional Development Resources | |
Teacher-Child Relationships from Kindergarten to Sixth Grade: Early childhood predictors of teacher-perceived conflict and closeness | |
Teacher consultation and coaching within mental health practice: classroom and child effects in urban elementary schools | |
Teacher Reflection in the Context of an Online Professional Development Course: Applying Principles of Cognitive Science to Promote Teacher Learning | |
Teachers' Perceptions of Conflict with Young Students: Looking beyond Problem Behaviors | |
Teaching through Interactions | |
Unpacking intervention effects: Teacher responsiveness as a mediator of perceived intervention quality and change in teaching practice | |
Variation in the effectiveness of instructional interactions across preschool classroom settings and learning activities | |
Within-Day Variability in the Quality of Classroom Interactions during Third and Fifth Grade |