This chapter reviews and discusses conceptualizations, measurement approaches, and
research findings of instructional quality. Although agreement on how to conceptualize and …

The development of competencies known as 21st-century skills are garnering increasing
attention as a means of improving teacher instructional quality. However, a key challenge in …

Validating frameworks for understanding classroom processes that contribute to student
learning and development is important to advance the scientific study of teaching. This …

Parents, professionals, and policymakers agree that quality is crucial for early education. But
precise, consistent, and valid definitions of quality have been elusive. In this article, Robert …

This study evaluates a model for considering domain‐general and domain‐specific
associations between teacher–child interactions and children's development, using a …

A teacher's belief in his or her own capability to prompt student engagement and learning,
even when students are difficult or unmotivated, has been labeled “teacher self-efficacy” in …

Teacher self-efficacy has been abundantly studied. However, it seems that the
consequences of teachers' self-efficacy have not been appropriately explored yet. The …

High-quality early childhood education appears to be particularly beneficial for
disadvantaged children, since it may help reduce an initial achievement gap. Yet, these …

The relationship between structural quality and process quality in early childhood education
and care (ECEC) has been addressed in several studies. However, the findings are not …

Quality of teacher–child interactions is central to prekindergarten children's learning. In the
United States, the quality of teacher–child interactions is commonly assessed using the …