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Robert Pianta is the Dean of the Curry School of Education at the University of Virginia, as well as the Novartis US Foundation Professor of Education and a Professor in the Department of Psychology. He also serves as the Director for both the National Center for Research in Early Childhood Education and the Center for Advanced Study of Teaching and Learning. Dr. Pianta's work has focused on the predictors of child outcomes and school readiness, particularly adult-child relationships, and the transition to kindergarten. His recent work has focused on understanding the nature of teacher-child interactions, classroom quality, and child competence, through standardized observational assessment. Dr. Pianta has conducted research on professional development, both at the pre-service and in-service levels. He has published more than 300 scholarly papers and is lead author on several influential books related to early childhood and elementary education. He has recently begun work to develop a preschool mathematics curriculum, incorporating a web-based teacher support component. Dr. Pianta received a B.S. and a M.A. in Special Education from the University of Connecticut, and a Ph.D. in Psychology from the University of Minnesota, and began his career as a special education teacher.
See Bob's home page at UVA |
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is an assistant professor in the Department of Human Development and Family Studies at the University of North Carolina, Greensboro. Dr. LaParo received her bachelor’s degree at Denison University and her doctorate in Early Childhood Special Education at the University of New Orleans. Her work has focused on teacher-child interactions and quality in early childhood classrooms, including professional development for both pre-service and in-service teachers. She also studies teacher belief and early intervention. While at the University of Virginia, Dr. LaParo worked with the National Institute of Child Health and Human Development Study of Early Child Care and the National Center for Early Development and Learning in developing observational instruments and training observers. She has recently published articles in the area of pre-service professional development and teacher beliefs, as well as teacher-child interactions in toddler classrooms. |
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Bridget Hamre, Ph.D. is Associate Director of the University of Virginia's Center for Advanced Study of Teaching and Learning (CASTL). Dr. Hamre received her bachelor's degree from the University of California, Berkeley and her masters and doctorate in clinical and school psychology from the University of Virginia. Dr. Hamre'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. She leads efforts to use the CLASS as an assessment, accountability, and professional development tool in early childhood and other educational settings. She has recently worked with leaders in several states to implement CLASS as a tool to enhance teacher-child interactions through Quality Rating Systems. Dr. Hamre is currently a Co-PI on the National Center for Research in Early Childhood Education and is leading the implementation of the major research component of the center. |
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