Anne Cash

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:

The aim of Cash’s scholarship is to deploy a rigorous, multi-method research program to advance the effectiveness of teacher preparation and professional development through intentional data use and innovative measurement of inputs and outputs, at scale. To this end, she seeks to: 1) identify social and instructional processes that support the preparedness and retention of novice and experienced teachers, and 2) measure skills that mediate effective classroom interactions and are sensitive to professional development.

Current Project:

Cash is currently partnered with the North Carolina New Teacher Support Program to study social and instructional processes related to induction for beginning teachers.

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.. Cox, K., & Hodge, E. (2026). Induction support for beginning teachers (Policy Brief Vol. 5, No. 1). American Psychological Association Division 15 Educational Psychology
https://apadiv15.org/wp-content/uploads/2026/07/Induction-to-Support-New-Teachers-Division-15-Policy-Brief.pdf

Cash, A. H., Lim, J. H., Lambert, M., & Hodge, E. (2026). “Little wins”: Impactful coaching practices to support new teachers. Journal of Teacher Education. Online first,
https://doi.org/10.1177/00224871261452565

Bradshaw, C., McDaniel, H., Kaihoi, C., Braun, S., Pas, E., Bottiani, J., Cash, A., & Debnam, K. (2024) Examining the psychometrics and characteristics of the Assessing School Settings: Interactions of Students and Teachers (ASSIST). Assessment for Effective Intervention, 49(2), 86-97. doi: 10.1177/15345084231187087

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, 62, 324-334. https://doi.org/10.1016/j.ecresq.2022.09.008

Putman, S. M., Cash, A. H., & Polly, D. (2022). Examining the impact of an embedded, multi-semester internship on teacher education candidates’ teacher self-efficacy. Teacher Education Quarterly, 49(4), 28-48. Retrieved from https://www.proquest.com/scholarly-journals/examining-impact-embedded-multisemester/docview/2743534057/se-2

Cash, A. H., Dack, H., & Leach, W. (2022). 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.

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