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1
Effects of Professional Development on Preschool Teachers' Use of Embedded Instruction Practices
Effects of Professional Development on Preschool Teachers' Use of Embedded Instruction Practices
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Effects of Professional Development on Preschool Teachers' Use of Embedded Instruction Practices

Exceptional children, 2018-01, Vol.84 (2), p.213 [Peer Reviewed Journal]

ISSN: 0014-4029 ;EISSN: 2163-5560 ;DOI: 10.1177/0014402917735512

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2
The Early Care and Education Workforce
The Early Care and Education Workforce
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The Early Care and Education Workforce

The Future of children, 2016-09, Vol.26 (2), p.139-158 [Peer Reviewed Journal]

Copyright © 2016 The Trustees of Princeton University ;Copyright © 2008 The Woodrow Wilson School of Public and International Affairs at Princeton Universi ;COPYRIGHT 2016 Princeton University-Woodrow Wilson School of Public and International Affairs ;COPYRIGHT 2016 Princeton University-Woodrow Wilson School of Public and International Affairs ;Copyright Princeton University Fall 2016 ;ISSN: 1054-8289 ;ISSN: 1550-1558 ;EISSN: 1550-1558 ;DOI: 10.1353/foc.2016.0016 ;CODEN: FCHIEW

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3
The Use of Generalizability Theory to Inform Sampling of Educator Language Used With Preschoolers With Autism Spectrum Disorder
The Use of Generalizability Theory to Inform Sampling of Educator Language Used With Preschoolers With Autism Spectrum Disorder
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The Use of Generalizability Theory to Inform Sampling of Educator Language Used With Preschoolers With Autism Spectrum Disorder

Journal of speech, language, and hearing research, 2021-05, Vol.64 (5), p.1748-1757 [Peer Reviewed Journal]

COPYRIGHT 2021 American Speech-Language-Hearing Association ;Copyright American Speech-Language-Hearing Association May 2021 ;ISSN: 1092-4388 ;EISSN: 1558-9102 ;DOI: 10.1044/2021_JSLHR-20-00586 ;PMID: 33848197

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4
Early Childhood General and Special Educators: An Examination of Similarities and Differences in Beliefs, Knowledge, and Practice
Early Childhood General and Special Educators: An Examination of Similarities and Differences in Beliefs, Knowledge, and Practice
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Early Childhood General and Special Educators: An Examination of Similarities and Differences in Beliefs, Knowledge, and Practice

Journal of teacher education, 2018-05, Vol.69 (3), p.263 [Peer Reviewed Journal]

ISSN: 0022-4871 ;EISSN: 1552-7816 ;DOI: 10.1177/0022487117751401

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5
The exclusive white world of preservice teachers' book selection for the classroom: Influences and implications for practice
The exclusive white world of preservice teachers' book selection for the classroom: Influences and implications for practice
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The exclusive white world of preservice teachers' book selection for the classroom: Influences and implications for practice

The Australian journal of teacher education, 2021-08, Vol.46 (8), p.51-69 [Peer Reviewed Journal]

ISSN: 1835-517X ;EISSN: 1835-517X ;DOI: 10.14221/ajte.2021v46n8.4

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6
Connections between Professional Well-Being and Mental Health of Early Childhood Educators
Connections between Professional Well-Being and Mental Health of Early Childhood Educators
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Connections between Professional Well-Being and Mental Health of Early Childhood Educators

International Journal of Instruction, 2020-10, Vol.13 (4), p.731-746

ISSN: 1694-609X ;EISSN: 1308-1470 ;DOI: 10.29333/iji.2020.13445a

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7
Greek Preschool Teachers’ Professional Features and Their Knowledge and Views of the Official Standards of Early Writing Teaching
Greek Preschool Teachers’ Professional Features and Their Knowledge and Views of the Official Standards of Early Writing Teaching
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Greek Preschool Teachers’ Professional Features and Their Knowledge and Views of the Official Standards of Early Writing Teaching

Education process: international journal, 2023, Vol.12 (1), p.55 [Peer Reviewed Journal]

2023. This work is published under https://creativecommons.org/licenses/by/4.0/deed.tr (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2564-8020 ;ISSN: 2147-0901 ;EISSN: 2564-8020 ;DOI: 10.22521/edupij.2023.121.4

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8
Examination of the Relationship between Childhood Trauma and Psychological Resilience in Preschool Teachers
Examination of the Relationship between Childhood Trauma and Psychological Resilience in Preschool Teachers
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Examination of the Relationship between Childhood Trauma and Psychological Resilience in Preschool Teachers

Education process: international journal, 2022, Vol.11 (2), p.114 [Peer Reviewed Journal]

2022. This work is published under https://creativecommons.org/licenses/by/4.0/deed.tr (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2564-8020 ;ISSN: 2147-0901 ;EISSN: 2564-8020 ;DOI: 10.22521/edupij.2022.112.6

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9
Supporting teacher professionalism through tailored professional learning
Supporting teacher professionalism through tailored professional learning
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Supporting teacher professionalism through tailored professional learning

London review of education, 2019-07, Vol.17 (2), p.126 [Peer Reviewed Journal]

Copyright IOE Press Jul 2019 ;ISSN: 1474-8460 ;ISSN: 1474-8479 ;EISSN: 1474-8479 ;DOI: 10.18546/LRE.17.2.03

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10
More play, please: the perspective of kindergarten teachers on play in the classroom
More play, please: the perspective of kindergarten teachers on play in the classroom
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More play, please: the perspective of kindergarten teachers on play in the classroom

American journal of play, 2015-04, Vol.7 (3), p.347 [Peer Reviewed Journal]

COPYRIGHT 2015 The Strong ;Copyright The Strong Spring 2015 ;ISSN: 1938-0399 ;EISSN: 1938-0402

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11
Meeting in the Middle: Future Directions for Researchers to Support Educators' Assessment Literacy and Data-Based Decision Making
Meeting in the Middle: Future Directions for Researchers to Support Educators' Assessment Literacy and Data-Based Decision Making
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Meeting in the Middle: Future Directions for Researchers to Support Educators' Assessment Literacy and Data-Based Decision Making

Frontiers in education (Lausanne), 2019-10, Vol.4, p.1 [Peer Reviewed Journal]

ISSN: 2504-284X ;EISSN: 2504-284X ;DOI: 10.3389/feduc.2019.00106

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12
A deep active learning approach to exploring young adults' learning in a picture book elective
A deep active learning approach to exploring young adults' learning in a picture book elective
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A deep active learning approach to exploring young adults' learning in a picture book elective

Australian journal of adult learning, 2021-07, Vol.61 (2), p.216-240 [Peer Reviewed Journal]

COPYRIGHT 2021 Adult Learning Australia ;Copyright Copyright Agency Limited (Distributor) Jul 2021 ;ISSN: 1443-1394

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13
Early Childhood Educators’ and Teachers’ Early Mathematics Education Knowledge, Beliefs, and Pedagogy
Early Childhood Educators’ and Teachers’ Early Mathematics Education Knowledge, Beliefs, and Pedagogy
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Early Childhood Educators’ and Teachers’ Early Mathematics Education Knowledge, Beliefs, and Pedagogy

Canadian journal of education, 2018-12, Vol.41 (4), p.1079-1104 [Peer Reviewed Journal]

2018 Canadian Society for the Study of Education/Société canadienne pour l’étude de l’éducation ;COPYRIGHT 2018 Canadian Society for the Study of Education ;COPYRIGHT 2018 Canadian Society for the Study of Education ;Copyright Canadian Society for the Study of Education 2018 ;ISSN: 0380-2361 ;ISSN: 1918-5979 ;EISSN: 1918-5979

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14
Kindergarten Teachers’ Perspectives on Culturally Responsive Education
Kindergarten Teachers’ Perspectives on Culturally Responsive Education
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Kindergarten Teachers’ Perspectives on Culturally Responsive Education

Canadian journal of education, 2018-09, Vol.41 (3), p.753-782 [Peer Reviewed Journal]

2018 Canadian Society for the Study of Education/Société canadienne pour l’étude de l’éducation ;COPYRIGHT 2018 Canadian Society for the Study of Education ;COPYRIGHT 2018 Canadian Society for the Study of Education ;Copyright Canadian Society for the Study of Education 2018 ;ISSN: 0380-2361 ;ISSN: 1918-5979 ;EISSN: 1918-5979

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15
Examining the Precepts of Early Childhood Education: The Basics or the Essence?
Examining the Precepts of Early Childhood Education: The Basics or the Essence?
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Examining the Precepts of Early Childhood Education: The Basics or the Essence?

International journal of the whole child, 2016-04, Vol.1 (1), p.30-38 [Peer Reviewed Journal]

ISSN: 2474-297X ;EISSN: 2474-297X

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16
"State Standards and IEP Goals. A Lot of TPT Products": What Resources Early Childhood Educators Report Using to Plan Mathematics Instruction
"State Standards and IEP Goals. A Lot of TPT Products": What Resources Early Childhood Educators Report Using to Plan Mathematics Instruction
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"State Standards and IEP Goals. A Lot of TPT Products": What Resources Early Childhood Educators Report Using to Plan Mathematics Instruction

Learning disabilities (Weston, Mass.), 2020, Vol.18 (2), p.153 [Peer Reviewed Journal]

ISSN: 1937-6928 ;EISSN: 1937-6936

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17
Are We Ready for Integrated ECEC Systems? Greek In-Service Early Childhood Educators' Level of Preparation for Implementing Educare Systems
Are We Ready for Integrated ECEC Systems? Greek In-Service Early Childhood Educators' Level of Preparation for Implementing Educare Systems
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Are We Ready for Integrated ECEC Systems? Greek In-Service Early Childhood Educators' Level of Preparation for Implementing Educare Systems

Global education review, 2018-07, Vol.5 (2), p.69-84 [Peer Reviewed Journal]

ISSN: 2325-663X ;EISSN: 2325-663X

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18
Supporting Mathematics Education in Rural Early Childhood Centers
Supporting Mathematics Education in Rural Early Childhood Centers
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Supporting Mathematics Education in Rural Early Childhood Centers

Forum on public policy, 2018-03, Vol.2018 (1) [Peer Reviewed Journal]

ISSN: 1938-9809 ;EISSN: 1938-9809

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19
Preschool Teachers in Bottom-top Curriculum Change-Invigoration and Implementation
Preschool Teachers in Bottom-top Curriculum Change-Invigoration and Implementation
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Preschool Teachers in Bottom-top Curriculum Change-Invigoration and Implementation

Education process: international journal, 2019, Vol.8 (4), p.222-232 [Peer Reviewed Journal]

2019. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2147-0901 ;EISSN: 2564-8020 ;EISSN: 2147-0901 ;DOI: 10.22521/edupij.2019.84.2

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20
A Case Study of Preschool Teachers' Pedagogical Behaviors and Attitudes Toward Children with Disabilities
A Case Study of Preschool Teachers' Pedagogical Behaviors and Attitudes Toward Children with Disabilities
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A Case Study of Preschool Teachers' Pedagogical Behaviors and Attitudes Toward Children with Disabilities

International journal of whole schooling, 2018-07, Vol.14 (2), p.83 [Peer Reviewed Journal]

COPYRIGHT 2018 Whole Schooling Consortium ;COPYRIGHT 2018 Whole Schooling Consortium ;ISSN: 1710-2146 ;EISSN: 1710-2146

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