Works matching IS 10823301 AND DT 2019 AND VI 47 AND IP 3
Results: 10
Comparing Self-Reported and Performance-Based Online Feedback on Early Childhood Teachers' Implementation of Language Strategies.
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- Early Childhood Education Journal, 2019, v. 47, n. 3, p. 353, doi. 10.1007/s10643-019-00934-8
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- Article
Practical Strategies to Promote Reflective Practice When Working with Young Children with and At-Risk for Disabilities.
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- Early Childhood Education Journal, 2019, v. 47, n. 3, p. 343, doi. 10.1007/s10643-019-00932-w
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- Article
Early Childhood Student–Teacher Relationships: What is the Role of Classroom Climate for Children Who are Disadvantaged?
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- Early Childhood Education Journal, 2019, v. 47, n. 3, p. 331, doi. 10.1007/s10643-019-00931-x
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Early Childhood Teachers' Views and Teaching Practices in Outdoor Play with Young Children in Singapore.
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- Early Childhood Education Journal, 2019, v. 47, n. 3, p. 265, doi. 10.1007/s10643-018-00924-2
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Supporting Social Development in Young Children with Disabilities: Building a Practitioner's Toolkit.
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- Early Childhood Education Journal, 2019, v. 47, n. 3, p. 309, doi. 10.1007/s10643-019-00930-y
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- Article
Classifying Home-Based Child Care Providers: Validating a Typology of Providers' Beliefs and Self-Reported Practices.
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- Early Childhood Education Journal, 2019, v. 47, n. 3, p. 275, doi. 10.1007/s10643-019-00926-8
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- Article
The development of interaction skills in preservice teacher education: A mixed-methods study of Dutch pre-service teachers.
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- Early Childhood Education Journal, 2019, v. 47, n. 3, p. 321, doi. 10.1007/s10643-019-00927-7
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Quality of Interactions by Early Childhood Educators Following a Language-Specific Professional Learning Program.
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- Early Childhood Education Journal, 2019, v. 47, n. 3, p. 251, doi. 10.1007/s10643-019-00929-5
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- Article
Changing Through Relationships and Reflection: An Exploratory Investigation of Pre-service Teachers' Perceptions of Young Children Experiencing Homelessness.
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- Early Childhood Education Journal, 2019, v. 47, n. 3, p. 297, doi. 10.1007/s10643-018-0921-y
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- Article
Does Theory Translate into Practice? An Observational Study of Current Mathematics Pedagogies in Play-Based Kindergarten.
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- Early Childhood Education Journal, 2019, v. 47, n. 3, p. 287, doi. 10.1007/s10643-018-00925-1
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- Article