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A Lot of Students and Their Teachers Need Support: Using a Common Framework to Observe Teacher Practices Might Help

ROBERT C. PIANTA is the dean of the Curry School of Education as well as the Novartis U.S. Foundation Professor of Education and a professor in the Department of Psychology, University of Virginia, 405 Emmet Street South, Suite 102, Charlottesville, VA 22903; pianta{at}virginia.edu. His recent work focuses on the assessment of teacher quality, teacher–child interaction, and child improvement, using standardized observational assessment and video feedback.

BRIDGET K. HAMRE is the associate director of the Center for Advanced Study of Teaching and Learning, University of Virginia, 350 Old Ivy Way, Suite 100, Charlottesville, VA 22903; hamre{at}virginia.edu. Her research interests include student–teacher relationships and classroom processes that promote positive academic and social development for young children.

The authors take the opportunity to respond to the commentaries (this issue of Educational Researcher) that were written regarding their article (in the March 2009 issue of Educational Researcher) summarizing the conceptual and empirical basis for using standardized approaches to observing teachers’ practices in classrooms and the potential that such approaches have for addressing some concerns about youngsters’ early literacy development. In this response, their intent is to clarify what appear to be points of misunderstanding and to add some details that could be helpful in interpreting their earlier article. They do not use citations for their assertions; the points made in this response requiring such documentation are made in the original article and are cited there, Interested readers can pursue those references.

Key Words: classroom research • early childhood • literacy

Educational Researcher, Vol. 38, No. 7, 546-548 (2009)
DOI: 10.3102/0013189X09348786


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