Grounded in Research
Learn more about how research shapes our work.
At Teachstone, we stay true to our research roots by bringing ideas and strategies from academia to the real world:
- Training observers to use the Classroom Assessment Scoring System (CLASS) measure with a high degree of reliability and validity
- Providing MyTeachingPartner Coaching, tested and proven through experimental studies to improve interactions and raise children’s vocabulary scores
- Combing the research literature to find useful approaches proven to increase teachers’ engagement, make large-scale implementations impactful, and boost interactions
We base all of our programs on research and evidence-based best practices, drawing on a wide range of sources: research specific to the CLASS measure, as well as studies of adult learning, implementation, and approaches to professional development. We are committed to improving education through more effective interactions—and evidence-based programs are the best way of doing so.
Our Research Origins: the University of Virginia and Beyond
Influential early work on teacher-child interactions and the Classroom Assessment Scoring System (CLASS) measure came out of a research group at the University of Virginia, in collaboration with researchers involved in the NICHD Study of Early Child Care and Youth Development and the Multi-State/SWEEP studies.
Data from these early studies showed that effective interactions are associated with child outcomes beyond other teacher and classroom factors, and that effective interactions can have a significant influence on children’s early academic, social, and self-regulation skills.
Since these early studies were published, many other research groups have used the CLASS measure to gain important insights into teacher-child interactions and the experiences that matter most for early learning. More information and key citations can be found in our research summary and research abstracts.
At Teachstone, we draw on CLASS research as well as research from other fields—research on adult learning, implementation, professional development, and more—in creating evidence-based programs that bring academic ideas to scale.
Continuing to Learn
We draw on peer-reviewed research studies in creating new programs. We also learn from our own work.
Since 2009, Teachstone has trained over 23,600 observers, and 21,044 teachers have participated in CLASS-based professional development. We use what we’ve learned through this work to improve what we do, through formal evaluations as well as informal feedback and case studies.
We are constantly researching new topics in early childhood as they relate to teacher-child interactions. We regularly publish statements and white papers to weigh in on best practices for observing and improving teacher-child interactions.