Teaching through Interactions: Testing a Developmental Framework of Teacher Effectiveness in over 4,000 Classrooms

The authors gratefully acknowledge the National Institute for Child Health and Human Development for support of the Study of Early Child Care and Youth Development, the Interagency Consortium on School Readiness for support of the MyTeachingPartner study, the National Institute for Early Education Research (NIEER), W. Steven Barnett, the Pew Charitable Trusts, and the Foundation for Child Development for their support of the SWEEP Study, and the U.S. Department of Education for its support of the Multi-State Study of Pre-Kindergarten. Links to Learning is funded by the National Institute of Mental Health (PI: Atkins; R01MH073749). The New York City Study of Social and Literacy Development is supported by grants from the U.S. Department of Education in collaboration with the Centers for Disease Control (R305L030003) and the William T. Grant Foundation (# 2618) to J. Lawrence Aber (PI), Jones and Brown (co-PIs), and by a grant from the William T. Grant Foundation (#7520) to Jones and Brown (co-PIs). The RULER intervention study is funded by the William T. Grant Foundation (#8364) to Brackett (PI), and Rivers & Salovey (co-PIs).