Citations (23)
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Ilse Hakvoort, Jonas Lindahl & Agneta Lundström. (2022) Research from 1996 to 2019 on approaches to address conflicts in schools: A bibliometric review of publication activity and research topics. Journal of Peace Education 19:2, pages 129-157.
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Christian J. Wiedermann, Verena Barbieri, Barbara Plagg, Pasqualina Marino, Giuliano Piccoliori & Adolf Engl. (2023) Fortifying the Foundations: A Comprehensive Approach to Enhancing Mental Health Support in Educational Policies Amidst Crises. Healthcare 11:10, pages 1423.
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Víctor Enrique Valencia-Espejo, Jorge Mario Ortega-Iglesias & Vanessa Tatiana Badillo-Jiménez. (2023) CONCEPCIONES SOBRE DEMOCRACIA Y PAZ DE FUTUROS EDUCADORES INFANTILES EN COLOMBIA. Cadernos de Pesquisa 53.
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Catrinel A. Ștefan, Ingrid Dănilă & Delia Cristescu. (2022) Classroom-Wide School Interventions for Preschoolers’ Social-Emotional Learning: A Systematic Review of Evidence-Based Programs. Educational Psychology Review 34:4, pages 2971-3010.
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Li Luo, Brian Reichow, Patricia Snyder, Jennifer Harrington & Joy Polignano. (2020) Systematic Review and Meta-Analysis of Classroom-Wide Social–Emotional Interventions for Preschool Children. Topics in Early Childhood Special Education 42:1, pages 4-19.
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Weipeng Yang, Jaslene Peh & Siew Chin Ng. (2021) Early childhood teacher research and social-emotional learning: Implications for the development of culturally sensitive curriculum in Singapore. Policy Futures in Education 19:2, pages 197-215.
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Maureen J. Myrtil, Tzu-Jung Lin, Jing Chen, Kelly M. Purtell, Laura Justice, Jessica Logan & Allie Hamilton. (2021) Pros and (con)flict: Using head-mounted cameras to identify teachers’ roles in intervening in conflict among preschool children. Early Childhood Research Quarterly 55, pages 230-241.
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Xiaolei Zhang, Katalien Bollen & Martin Euwema. (2020) Peacemaking at work and at home. International Journal of Conflict Management 31:5, pages 801-820.
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Claire Blewitt, Amanda O’Connor, Heather Morris, Aya Mousa, Heidi Bergmeier, Andrea Nolan, Kylie Jackson, Helen Barrett & Helen Skouteris. (2020) Do Curriculum-Based Social and Emotional Learning Programs in Early Childhood Education and Care Strengthen Teacher Outcomes? A Systematic Literature Review. International Journal of Environmental Research and Public Health 17:3, pages 1049.
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Ashley Brunsek, Michal Perlman, Evelyn McMullen, Olesya Falenchuk, Brooke Fletcher, Gabriella Nocita, Nellie Kamkar & Prakesh S. Shah. (2020) A meta-analysis and systematic review of the associations between professional development of early childhood educators and children's outcomes. Early Childhood Research Quarterly 53, pages 217-248.
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Tia Navelene Barnes, Feihong Wang & Kristen Merrill O'Brien. (2018) A meta-analytic review of social problem-solving interventions in preschool settings. Infant and Child Development 27:5, pages e2095.
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Kathleen Walker, Karen S. Myers-Bowman & Judith A. Myers-Walls. (2007) Supporting Young Children’s Efforts toward Peacemaking: Recommendations for Early Childhood Educators. Early Childhood Education Journal 35:4, pages 377-382.
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