Dr. Anne H. Cash is an Associate Professor in the Department of Reading and Elementary Education at the University of North Carolina at Charlotte. She teaches courses for teacher candidates on child development and building effective contexts for student learning.
Social and instructional interactions among teachers and students are fundamental to students’ learning and development. I seek to improve the quality of teacher-student interactions through improvements in teacher education. Toward that, I view reliable, valid measurement and rigorous research designs as critical to understanding the impact of interventions. In my research, I 1) measure teachers’ practice of effective teacher-student interactions through observations that are reliable and valid, 2) measure teachers’ knowledge of effective interactions as related to observed teacher-student interactions and to student outcomes, and 3) identify processes that improve teachers’ observed interactions and knowledge of effective interactions.
Ph.D., University of Virginia, Educational Psychology – Applied Developmental Science
B.S., Furman University, Psychology
Video Assessment of Interactions and Learning: Development of a scalable, web-based assessment of elementary grade teachers’ skill in identifying effective classroom interaction.
Coaching in Common: Examining feedback provided by faculty, clinical educators, and university staff in response to a common coaching scenario.
University-District Partnerships to Improve Clinical Experiences: Evaluating a pilot effort to improve clinical experiences for graduate certificate teacher candidates.
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.
The Elementary School Child
Educational Research Methods
Advanced Seminar in Teaching and Learning
Research and Analysis of Teaching Elementary School Learners
Teacher Inquiry and Data Analysis in the Elementary Classroom
Cash, A. H., Putman, S. M., Polly, D., & Byker, E. J. Candidate and program characteristics associated with edTPA performance. (2019). Action in Teacher Education, 41(3). doi:10.1080/01626620.2019.1600602
Cash, A. H., Ansari, A., Grimm, K. J., & Pianta, R. C. (2019). The power of two: The impact of experiencing two years of high quality classrooms. Early Education and Development, 30(1), 60-81. doi: 10.1080/10409289.2018.1535153
Cash, A. H., Debnam, K. J., Waasdorp, T. E., Wahl, M., & Bradshaw, C. P. (2019). Adult and student interactions in non-classroom settings. Journal of Educational Psychology, 111(1), 104-117. doi:10.1037/edu0000275
Cash, A. H., Mangiaracina, R., & Hart, L. (2018). University-District Partnerships to Improve Clinical Experiences: The Niner Clinical Immersion School. PDS Partners, 13(3), 11-12.
Williford, A. P., Carter, L. M., & Maier, M., Cash, A. H., Hamre, B., Pianta, R., & Downer, J. (2017). 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, 38(1), 102-118. doi: 10.1080/10901027.2016.1269028
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 (pp. 547-572). 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, 7(2), 181-191. http://dx.doi.org/10.1037/vio0000045
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
Debnam, K. J., Pas, E. T., Bottiani, J., Cash, A. H., & Bradshaw, C. P. (2015). An examination of the association between observed and self-reported culturally responsive teaching practices. Psychology in the Schools, 52, 533-548. doi:10.1002/pits.21845
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