Anne Cash

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.

Research Interests:

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.

Current Project:

Mitigating Educator Workforce Impacts of the COVID-19 Pandemic Through Coaching (2022-2024): Dr. Anne Cash from REEL and Dr. Kyle Cox from EDLD were awarded $250,000 from the North Carolina Department of Public Instruction and the North Carolina Collaboratory as part of the COVID-19 Learning Impact Program 2022. In partnership with the North Carolina New Teacher Support Program, their study seens to identify teacher coaching practices that support teacher retention and mitigated negative impacts of the COVID-19 pandemic.

Education:

• Ph.D., University of Virginia, Educational Psychology – Applied Developmental Science
• B.S., Furman University, Psychology

Teaching:

• 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

Selected Publications:

Cash, A.H. & Pianta, R. (2023). Associations between teachers’ skill in identifying effective interactions and children’s gains in language, literacy, and early learning behaviors. Early Childhood Research Quarterly.

Putman, S.M., Cash, A.H., & Polly, D. (in press). Development of teacher education candidates’ self-efficacy for culturally responsive teaching through extended clinical experiences. Action in Teacher Education.

Cash, A. H., Dack, H., & Leach, W. (2022, advance online publication). Examining coaches’ feedback to preservice teacher candidates on a core practice. International Journal of Mentoring and Coaching in Education, https://doi.org/10.1108/IJMCE-06-2021-0068.

Putman, S. M., Cash, A. H., & Polly, D. (2021, advance online publication). Examining the impact of structured clinical experiences within a school-university partnership on student-teacher candidate instructional interactions. The Teacher Educator, doi.org/10.1080/08878730.2021.2014006

Wiens, P. D., LoCasale-Crouch, J., Cash, A. H., & Romo Escudero, F. (2021). Preservice teachers’ skills to identify effective teaching interactions: Does it relate to their ability to implement them? Journal of Teacher Education, 72(2), 180-194. doi:10.1177/0022487120910692

Fitchett, P. G., Rogelberg, S. M., Cash, A. H., Beach, K. D., Sun, T., & Petty, T. M. (2020). Co/Sense-making and conflict: Lessons learned from a teacher education curriculum revisioning. The New Educator. https://doi.org/10.1080/1547688X.2020.1807079

Cash, A. H., Williams, J. A., & Hart, L. C. (2020). University-district partnerships to improve field experiences: Associations with candidate perceptions and performance. Teaching and Teacher Education, 94. https://doi.org/10.1016/j.tate.2020.103122

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