Dr. Anne H. Cash is an Assistant Professor in the Department of Reading and Elementary Education at the University of North Carolina at Charlotte. She teaches courses for undergraduate elementary teaching candidates on classroom management and analysis of teaching practices and courses for graduate students on introductory research methods. Dr. Cash’s areas of interest include the measurement and improvement of social and instructional processes in school contexts. Specifically, she works to 1) measure teachers’ practice of effective teacher-student interactions through observations that are reliable and valid, 2) measure teachers’ knowledge of effective interactions related to observed teacher practice and to student outcomes, and 3) identify processes that improve teachers’ practice and knowledge of effective teacher-student interactions in school contexts. She is currently developing a video assessment of teacher’s skill in identifying effective classroom interactions, for use with pre-service and in-service teachers.
My research and teaching focus on the measurement and improvement of teachers’ practice and knowledge causally related to students’ academic, behavioral, and social outcomes. Evidence supports operationalizing effective practice and knowledge in terms of observable teacher-student interactions. We can improve teacher-student interactions by providing teachers with explicit evaluations, feedback, and training. However, teacher improvement efforts must be supported by reliable, valid measurement and rigorous research designs. In my research program, I seek to 1) measure teachers’ practice of effective teacher-student interactions through observations that are reliable and valid, 2) measure teachers’ knowledge of effective interactions related to observed teacher practice and to student outcomes, and 3) identify processes that improve teachers’ practice and knowledge of effective teacher-student interactions in school contexts.
Ph.D., University of Virginia, Educational Psychology – Applied Developmental Science
B.S., Furman University, Psychology
Measuring teacher effectiveness: Video Assessment of Interactions and Learning: Development of a scalable, web-based assessment of elementary grade teachers’ skills in identifying effective classroom interaction.
Observing the Setting-level Impact of a High School Behavioral Change Intervention: A 60-School Randomized Trial (PI: Catherine Bradshaw), Co-Investigator: Collected and now analyzing observational data related to student behavior, classroom context, and school climate in conjunction with a 60 high school randomized trial of PBIS and related evidence-based prevention programs in high schools. This project represents one component of the Maryland Safe and Supportive Schools (MDS3) Project.
National Center for Research on Early Childhood Education (NCRECE; PI: Robert Pianta): A large randomized controlled trial of two types of professional development delivered to over 490 early childhood education teachers.
Research & Analysis of Teaching Elementary School Learners
Educational Research Methods
Teacher Inquiry and Data Analysis in the Elementary Classroom
Cash, A. H. (2016). A call for mixed methods in evaluating teacher preparation programs. In T. Petty, A. Good, & S. M. Putman (Eds.), Handbook of Research on Professional Development for Quality Teaching and Learning. University of North Carolina at Charlotte: IGI Global.
Lindstrom Johnson, S., Waasdorp, T. E., Cash, A. H., Debnam, K. J., Milam, A., & Bradshaw, C. P. (2016). Assessing the association between observed school disorganization and school violence: Implications for school climate interventions. Psychology of Violence. Advance online publication. http://dx.doi.org/10.1037/vio0000045
Williford, A. P., Carter, L. M., & Maier, M., Cash, A. H., Hamre, B., Pianta, R., & Downer, J. (in press, 2016). Teacher engagement in core components of an effective, early childhood professional development course: Links to changes in teacher-child interactions. Journal of Early Childhood Teacher Education.
Cash, A. H., Bradshaw, C. P., & Leaf, P. J. (2015). Observations of student behavior problems in nonclassroom settings: A multilevel examination of location, density, and school context. Journal of Early Adolescence, 35, 597-627. doi: 10.1177/0272431614562835
Cash, A. H., Cabell, S. Q., Hamre, B. K., DeCoster, J., & Pianta, R. C. (2015). Relating prekindergarten teacher beliefs and knowledge to children’s language and literacy development. Teaching and Teacher Education, 48, 97-105. doi:10.1016/j.tate.2015.02.003
Pas, E. T., Cash, A. H., O’Brennan, L., Debnam, K. J., & Bradshaw, C. P. (2015). Profiles of classroom behavior in high schools: Associations with teacher behavior management strategies and classroom composition. Journal of School Psychology, 53, 137-148. doi:10.1016/j.jsp.2014.12.005
Cash, A. H. & Pianta, R. C. (2014). The role of scheduling in observation protocols for rating teacher-child interactions in pre-kindergarten classrooms. School Psychology Review, 43(4), 428-449.
Pas, E. T., Bradshaw, C. P., & Cash, A. H. (2014). Coaching classroom-based preventive interventions. In M. Weist, N. Lever, C. Bradshaw, & J. Owens (Eds.). Handbook of School Mental Health, Second Edition (pp. 255-267). Springer.