An exploratory study of how measuring knowledge-in-use adds value beyond static knowledge measures von Dwyer, Julie, Schachter, Rachel E., Ward, Alessandra E.

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An Analytic Study of the Professional Development Research in Early Childhood Education von Schachter, Rachel E.

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What knowledge do early childhood teachers use during literacy instruction? Using stimulated recall to investigate an unexplored phenomenon von Schachter, Rachel E.

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Making Mistakes: Children's Errors as Opportunities for Emergent Literacy Learning in Early Childhood von Gabas, Clariebelle, Cutler, Laura, Schachter, Rachel E.

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Guidelines for Selecting Professional Development for Early Childhood Teachers von Schachter, Rachel E., Gerde, Hope K., Hatton-Bowers, Holly

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Doing Assessment: A Multicase Study of Preschool Teachers’ Language and Literacy Data Practices von Schachter, Rachel E., Piasta, Shayne B.

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What Is the Empirical Research Base of Early Childhood Coaching? A Mapping Review von Schachter, Rachel E., Knoche, Lisa L., Goldberg, Molly J., Lu, Junrong

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Going beyond defining: Preschool educators' use of knowledge in their pedagogical reasoning about vocabulary instruction von Dwyer, Julie, Schachter, Rachel E.

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Early Childhood Teachers’ Pedagogical Reasoning About How Children Learn During Language and Literacy Instruction von Schachter, Rachel E.

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Best Practices for Preschool Music Education: Supporting Music-Making Throughout the Day von Barrett, Jentry S., Schachter, Rachel E., Gilbert, Danni, Fuerst, Mathew

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Early childhood language gains, kindergarten readiness, and Grade 3 reading achievement von Logan, Jessica A. R., Piasta, Shayne B., Purtell, Kelly M., Nichols, Robert, Schachter, Rachel E.

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Bifurcating Worlds? A Systematic Review of How Visual and Language Data Are Combined to Study Teachers and Their Teaching von Schachter, Rachel E., Freeman, Donald, Parakkal, Naivedya

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“We’re More Than a Daycare”: Reported Roles and Settings for Early Childhood Professionals and Implications for Professionalizing the Field von Schachter, Rachel E., Jiang, Qingyu, Piasta, Shayne B., Flynn, Erin E.

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Early Childhood Teachers’ Emergent Literacy Data Practices von Schachter, Rachel E., Yeomans-Maldonado, Gloria, Piasta, Shayne B.

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Writing experiences in early childhood classrooms where children made higher language gains von Gabas, Clariebelle, Schachter, Rachel E, Bosire, Jamlick PO

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Communication with families: Understanding the perspectives of early childhood teachers von Avari, Pearl, Hamel, Erin, Schachter, Rachel E, Hatton-Bowers, Holly

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At-Scale, State-Sponsored Language and Literacy Professional Development: Impacts on Early Childhood Classroom Practices and Children's Outcomes von Piasta, Shayne B, Farley, Kristin S, Mauck, Susan A, Soto Ramirez, Pamela, Schachter, Rachel E, O'Connell, Ann A, Justice, Laura M, Spear, Caitlin F, Weber-Mayrer, Melissa

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Early childhood educators' knowledge, beliefs, education, experiences, and children's language- and literacy-learning opportunities: What is the connection? von Schachter, Rachel E., Spear, Caitlin F., Piasta, Shayne B., Justice, Laura M., Logan, Jessica A.R.

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Patterns of Classroom Organization in Classrooms Where Children Exhibit Higher and Lower Language Gains von Cutler, Laura, Schachter, Rachel E., Gabas, Clariebelle, Piasta, Shayne B., Purtell, Kelly M., Helsabeck, Nathan P.

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How do differing stakeholders perceive instances of literacy instruction? von Schachter, Rachel E, Matthews, Ann, Piasta, Shayne B

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