Robert C. Pianta, Ph.D., is Dean of the Curry School of
Education, Director of the Center for Advanced Study in Teaching
and Learning and Novartis U.S. Foundation Professor of Education at
the University of Virginia, Charlottesville. A former special
education teacher, Dr. Pianta is a developmental, school, and
clinical child psychologist whose work focuses on assessment and
improvement of teacher-student interactions and their role in
fostering children's learning and development.
Dr. Pianta is a principal investigator on several major grants including the National Center for Research in Early Childhood Education and the Virginia Education Sciences Training Program, and he has worked closely with the Gates Foundation-funded Measure of Effective Teaching project.
He is the author of more than 250 journal articles, chapters,
and books in the areas of early childhood education, teacher
performance assessment, professional development, and teacher child
relationships, and he consults regularly with federal agencies,
foundations and universities.
Karen M. La Paro, Ph.D., is Associate Professor in the Department
of Human Development and Family Studies at the University of North
Carolina at Greensboro. Dr. La Paro teaches undergraduate and
graduate courses in theory and research as well as supervises
practicum students in early childhood classrooms. Her areas of
research relate to issues of quality in early childhood classrooms
and the development of effective teachers. This work addresses
critical needs in supervision, support, and reflection of
preservice teacher development, and she has authored several
peer-reviewed manuscripts in these areas. Dr. La Paro works on both
research and community projects focused on professional development
for both in-service and preservice teachers utilizing innovative
strategies for supervision, coaching, and mentoring. She spent
several years as research faculty with The Eunice Kennedy Shriver
National Institute of Child Health and Human Development Study of
Early Child Care as well as the National Center for Early
Development and Learning at the University of Virginia.
Bridget K. Hamre, Ph.D., is Research Associate Professor in the
Curry School of Education and Associate Director of University of
Virginiaa s Center for Advanced Study of Teaching and Learning
(CASTL). Dr. Hamrea s areas of expertise include student teacher
relationships and classroom processes that promote positive
academic and social development for young children, and she has
authored numerous peer-reviewed manuscripts on these topics. This
work documents the ways in which early teacher child relationships
are predictive of later academic and social development and the
ways in which exposure to high-quality classroom social and
instructional interactions may help close the achievement gap for
students at risk of school failure.
Dr. Hamre leads efforts to use the CLASS tool as an assessment,
accountability, and professional development tool in early
childhood and other educational settings. Most recently, she was
engaged in the development and testing of interventions designed to
improve the quality of teachersa interactions with students,
including MyTeachingPartner and a 14-week course developed for
early childhood teachers. Dr. Hamre received her bachelora s degree
from the University of California, Berkeley, and her mastera s
degree and doctorate in clinical and school psychology from the
University of Virginia.
Jennifer LoCasale-Crouch, Ph.D. is a research assistant professor at the University of Virginia's Center for Advanced Study of Teaching and Learning (CASTL). Her areas of expertise in which she has authored multiple peer-reviewed manuscripts include classroom observation, supporting children's successful transition to kindergarten, professional development that supports teachers' effective classroom interactions and ways to implement such supports with high degrees of fidelity.
Dr. LoCasale-Crouch has worked with the Office of Head Start in
training staff to implement the roll out of CLASS, and also has
worked with multiple Head Start grantees across the country in
their kindergarten transition planning development. Dr.
LoCasale-Crouch is also a co-investigator on three recently funded
IES grants designed to enhance the supportive ways teachers
interact with children, particularly those at-risk. Dr.
LoCasale-Crouch received her bachelor and master's degrees from the
Florida State University, and her doctorate in risk and prevention
in education sciences from the University of Virginia.
"
..".this system is intriguing because it examines the use and
implementation of curriculum and materials. Thus the "CLASS"
examines what teachers do with the materials as opposed to what is
available in the physical environment."
."..this system is intriguing because it examines the use and
implementation of curriculum and materials. Thus the "CLASS"
examines what teachers do with the materials as opposed to what is
available in the physical environment."
."..results from observations with the "CLASS" allow teachers to
see their areas of strength as well as pinpoint specific teacher
behaviors that need to be changed or modified in order to improve
classroom practice and positively influence the academic and social
development of elementary students."--Brooke Kandel-Cisco"Research
assistant and doctoral candidate, Texas A&M University"
(04/02/2008)
""CLASS "is exactly the type of tool that can fuel a new field of
scientific inquiry and its subsequent interventions. Easy to learn
and understand, the "CLASS" measure offers a clearer understanding
of how classrooms serve as a context for children's
development."--Sara E. Rimm-Kaufman, Ph.D."Associate Professor,
Curry School of Education and Center for the Advanced Study of
Teaching and Learning, University of Virginia" (08/30/2007)
""CLASS" provides school administrators, teachers, consultants, and
other education professionals with state-of-the-art tools for
understanding and promoting classroom quality. I have found these
measures a powerful resource for my own research on the quality of
language instruction in preschool classrooms."--Laura Justice,
Ph.D."Professor, College of Education and Human Ecology, The Ohio
State University" (08/30/2007)
"Description of "CLASS" and it's uses published in NAEYC's Young
Children journal New Books section, May 2008 issue"--Gail
Perry"NAEYC" (05/15/2008)
"If we truly want to become accountable for our teaching practices,
we need to begin using "CLASS"."--Kathy Parker, M.Ed."Independent
Education Consultant, Riverton, Wyoming" (09/19/2007)
May 15, 2008 issue: "Pupil-Teacher Relationship Crucial in
Preschool Learning, Study Says" mentions CLASS and Dr. Pianta's
research--Linda Jacobson"Education Week" (05/15/2008)
"Class examines what teachers do with materials as opposed to what
is available in the physical environment."
"If we truly want to become accountable for our teaching practices,
we need to begin using Class." -- Kathy Parker, M.Ed.
"Offers a clearer understanding of how classrooms serve as a
context for children's development." -- Sara E. Rimm-Kaufman,
Ph.D.
"Results from observations with Class allow teachers to see their
areas of strength as well as pinpoint specific teacher behaviors
that need to be changed or modified in order to improve classroom
practice and positively influence the academic and social
development of elementary students."
"State-of-the-art tools for understanding and promoting classroom
quality . . . a powerful resource." -- Laura Justice, Ph.D.
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