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Psychology

D-Index
58
Citations
33280
World Ranking
3768
National Ranking
2107

Overview

Bridget K. Hamre is affiliated with the University of Virginia in the United States. Their scholarly work is concentrated mainly in the fields of social sciences and psychology, with particular emphasis on education and developmental and educational psychology subfields.

Their research interests cover a range of topics, including:

  • Early childhood education and development
  • Educational and psychological assessments
  • Parental involvement in education
  • Teacher education and leadership studies
  • Education systems and policy
  • Reading and literacy development
  • Child development and digital technology

Bridget K. Hamre's publication record includes contributions to several academic journals, with frequent appearances in:

  • Early Childhood Research Quarterly (2 publications)
  • Early Education and Development (2 publications)
  • Journal of Educational Psychology (1 publication)
  • Teacher Development (1 publication)

Recent papers authored or co-authored by them encompass the following:

  • Coaching and Coursework Focused on Teacher-Child Interactions During Language/Literacy Instruction: Effects on Teacher Outcomes and Children's Classroom Engagement, 2024, Early Education and Development
  • Does instructional quality mediate the link between teachers' emotional exhaustion and student outcomes? A large-scale study using teacher and student reports, 2021, Journal of Educational Psychology
  • Measuring and improving quality in early care and education, 2020, Early Childhood Research Quarterly
  • Teacher Education and the Quality of Teacher-Child Interactions: New Evidence from the Universe of Publicly-Funded Early Childhood Programs in Louisiana, 2021, Early Education and Development
  • Early childhood teachers' noticing skills in the context of an intervention: supporting teachers to effectively reflect on practice, 2022, Teacher Development

Collaborations with other researchers are a significant component of their work. Frequent co-authors include:

  • Jennifer LoCasale-Crouch
  • Robert C. Pianta
  • Francisca Romo
  • Uta Klusmann
  • Karen Aldrup

Best Publications

  • Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade

    Bridget K. Hamre;Robert C. Pianta

  • Classroom Assessment Scoring System™ Manual, K-3

    Robert C. Pianta;Karen M. La Paro;Bridget K. Hamre

  • Can Instructional and Emotional Support in the First‐Grade Classroom Make a Difference for Children at Risk of School Failure?

    Bridget K. Hamre;Robert C. Pianta

  • Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills.

    Andrew J. Mashburn;Robert C. Pianta;Bridget K. Hamre;Jason T. Downer

  • Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity

    Robert C. Pianta;Bridget K. Hamre

  • Teacher-Student Relationships and Engagement: Conceptualizing, Measuring, and Improving the Capacity of Classroom Interactions

    Robert C. Pianta;Bridget K. Hamre;Joseph P. Allen

  • Effects of Web-Mediated Professional Development Resources on Teacher-Child Interactions in Pre-Kindergarten Classrooms.

    Robert C. Pianta;Andrew J. Mashburn;Jason T. Downer;Bridget K. Hamre

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

    Bridget K. Hamre;Robert C. Pianta;Jason T. Downer;Jamie DeCoster

  • Quality of Language and Literacy Instruction in Preschool Classrooms Serving At-Risk Pupils.

    Laura M. Justice;Andrew J. Mashburn;Bridget K. Hamre;Robert C. Pianta

  • Classroom assessment scoring system

    Robert C. Pianta;Karen M. La Paro;Bridget K. Hamre

  • Observations of Effective Teacher–Student Interactions in Secondary School Classrooms: Predicting Student Achievement With the Classroom Assessment Scoring System—Secondary

    Joseph Allen;Anne Gregory;Amori Mikami;Janetta Lun

  • Relationships Between Teachers and Children

    Robert C. Pianta;Bridget Hamre;Megan Stuhlman

  • Evidence for General and Domain‐Specific Elements of Teacher–Child Interactions: Associations With Preschool Children's Development

    Bridget K. Hamre;Bridget Hatfield;Robert C. Pianta;Faiza Jamil

  • Student-Teacher Relationships.

    Bridget K. Hamre;Robert C. Pianta

  • Teacher-Child Relationships from Kindergarten to Sixth Grade: Early childhood predictors of teacher-perceived conflict and closeness

    Elisabeth M. Jerome;Bridget K. Hamre;Robert C. Pianta

  • A Course on Effective Teacher-Child Interactions Effects on Teacher Beliefs, Knowledge, and Observed Practice

    Bridget K. Hamre;Robert C. Pianta;Margaret Burchinal;Samuel Field

  • Learning opportunities in preschool and early elementary classrooms.

    Bridget K. Hamre;Robert C. Pianta

  • Teachers' Perceptions of Conflict with Young Students: Looking beyond Problem Behaviors

    Bridget K. Hamre;Robert C. Pianta;Jason T. Downer;Andrew J. Mashburn

  • Teacher and Classroom Characteristics Associated With Teachers' Ratings of Prekindergartners' Relationships and Behaviors.

    Andrew J. Mashburn;Bridget K. Hamre;Jason T. Downer;Robert C. Pianta

  • Teacher-Child Interactions in the Classroom: Toward a Theory of within- and Cross-Domain Links to Children's Developmental Outcomes.

    Jason Downer;Terri J. Sabol;Bridget Hamre

  • Effects of web-mediated professional development resources on

    Robert C. Pianta;Andrew J. Mashburn;Jason T. Downer;Bridget K. Hamre

Frequent Co-Authors

Robert C. Pianta
Robert C. Pianta University of Virginia
Jason T. Downer
Jason T. Downer University of Virginia
Margaret Burchinal
Margaret Burchinal University of North Carolina at Chapel Hill
Carollee Howes
Carollee Howes University of California, Los Angeles
Andrew J. Mashburn
Andrew J. Mashburn Portland State University
Jamie DeCoster
Jamie DeCoster University of Virginia
Laura M. Justice
Laura M. Justice The Ohio State University
Joseph P. Allen
Joseph P. Allen University of Virginia
Timothy W. Curby
Timothy W. Curby George Mason University
Anne Gregory
Anne Gregory Rutgers, The State University of New Jersey

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