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Men's participation in early childhood education and care (ECEC): comparative perspectives from Edinburgh, Scotland and Tianjin, China
Men's participation in early childhood education and care (ECEC): comparative perspectives from Edinburgh, Scotland and Tianjin, China
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Men's participation in early childhood education and care (ECEC): comparative perspectives from Edinburgh, Scotland and Tianjin, China

Comparative education, 2022-07, Vol.58 (3), p.345-363 [Peer Reviewed Journal]

2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group 2022 ;ISSN: 0305-0068 ;EISSN: 1360-0486 ;DOI: 10.1080/03050068.2022.2062950

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2
Adapting to children's individual language proficiency: An observational study of preschool teacher talk addressing monolinguals and children learning English as an additional language
Adapting to children's individual language proficiency: An observational study of preschool teacher talk addressing monolinguals and children learning English as an additional language
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Adapting to children's individual language proficiency: An observational study of preschool teacher talk addressing monolinguals and children learning English as an additional language

Journal of child language, 2023-03, Vol.50 (2), p.365-390 [Peer Reviewed Journal]

The Author(s), 2022. Published by Cambridge University Press. This work is licensed under the Creative Commons Attribution License This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (http://creativecommons.org/licenses/by/4.0), which permits unrestricted re-use, distribution and reproduction, provided the original article is properly cited. (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 0305-0009 ;EISSN: 1469-7602 ;DOI: 10.1017/S0305000921000854 ;PMID: 35249558

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Agency, guidance and gender: interrelated aspects of early childhood education settings
Agency, guidance and gender: interrelated aspects of early childhood education settings
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Agency, guidance and gender: interrelated aspects of early childhood education settings

Education 3-13, 2020-05, Vol.48 (4), p.483 [Peer Reviewed Journal]

ISSN: 1475-7575 ;ISSN: 0300-4279 ;EISSN: 1475-7575 ;DOI: 10.1080/03004279.2019.1620305

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4
Volume and Verve: Understanding Correction/Behavioral Warnings in Teacher-Child Classroom Interactions Involving an African American Kindergarten Student
Volume and Verve: Understanding Correction/Behavioral Warnings in Teacher-Child Classroom Interactions Involving an African American Kindergarten Student
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Volume and Verve: Understanding Correction/Behavioral Warnings in Teacher-Child Classroom Interactions Involving an African American Kindergarten Student

Language, speech & hearing services in schools, 2021-01, Vol.52 (1), p.64-83 [Peer Reviewed Journal]

COPYRIGHT 2020 American Speech-Language-Hearing Association ;Copyright American Speech-Language-Hearing Association Jan 2021 ;ISSN: 0161-1461 ;EISSN: 1558-9129 ;DOI: 10.1044/2020_LSHSS-19-00105 ;PMID: 33464973

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Video Observation of Kindergarten Teachers’ Use of Questions in Picture-Book Reading with Quiet Multilingual Children: A Pilot Study
Video Observation of Kindergarten Teachers’ Use of Questions in Picture-Book Reading with Quiet Multilingual Children: A Pilot Study
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Video Observation of Kindergarten Teachers’ Use of Questions in Picture-Book Reading with Quiet Multilingual Children: A Pilot Study

Education sciences, 2023-10, Vol.13 (10), p.1066 [Peer Reviewed Journal]

COPYRIGHT 2023 MDPI AG ;2023 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;info:eu-repo/semantics/openAccess ;ISSN: 2227-7102 ;EISSN: 2227-7102 ;DOI: 10.3390/educsci13101066

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The Development of I-Teach Model to Improve Early Childhood Teachers Professionalism
The Development of I-Teach Model to Improve Early Childhood Teachers Professionalism
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The Development of I-Teach Model to Improve Early Childhood Teachers Professionalism

Cypriot journal of educational sciences, 2020, Vol.15 (6), p.1614 [Peer Reviewed Journal]

ISSN: 1305-905X ;EISSN: 1305-905X ;DOI: 10.18844/CJES.V15I6.5321

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