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Journal of Research in Childhood Education Volume 19, 2004 - Issue 2
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Original Articles

Teacher Structure and Child Care Quality in Preschool Classrooms

Jonghee Shim University of North Carolina at Greensboro
,
Linda Hestenes University of North Carolina at Greensboro
&
Deborah Cassidy University of North Carolina at Greensboro
Pages 143-157 | Published online: 03 Nov 2009

Citations (18)

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Read on this site (5)

Adrienne J. L. Henry, Bridget E. Hatfield & Kelly D. Chandler. (2023) Toddler teacher job strain, resources, and classroom quality. International Journal of Early Years Education 31:4, pages 844-858.
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Christina A. Cutshaw, Ann M. Mastergeorge, Melissa A. Barnett & Katherine W. Paschall. (2022) Parent engagement in early care and education settings: relationship with engagement practices and child, parent, and centre characteristics. Early Child Development and Care 192:3, pages 442-457.
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Robert V. Bullough$suffix/text()$suffix/text(). (2015) Teaming and Teaching in ECE: Neoliberal Reforms, Teacher Metaphors, and Identity in Head Start. Journal of Research in Childhood Education 29:3, pages 410-427.
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Laura Stout Sosinsky & WalterS. Gilliam. (2011) Assistant Teachers in Prekindergarten Programs: What Roles Do Lead Teachers Feel Assistants Play in Classroom Management and Teaching?. Early Education and Development 22:4, pages 676-706.
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Kate Adams. (2008) What’s in a name? Seeking professional status through degree studies within the Scottish early years context. European Early Childhood Education Research Journal 16:2, pages 196-209.
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Articles from other publishers (13)

Ezgi AKŞİN YAVUZ, Dilan BAYINDIR, Fatma AKBULUT ATAKOL & Kübranur GÖZÜTOK. (2024) OKUL ÖNCESİ EĞİTİM ORTAMLARINDAKİ YAPISAL VE İŞLEVSEL KALİTE DÜZEYİ İLE ÇOCUKLARIN SOSYAL BECERİLERİ ARASINDAKİ İLİŞKİ. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi 0:69, pages 180-204.
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Eun Hye Hur, Katherine Ardeleanu, Tonya W. Satchell & Lieny Jeon. (2022) Why are they leaving? Understanding Associations between early childhood program policies and teacher turnover rates. Child & Youth Care Forum 52:2, pages 417-440.
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Leah J. Hunter, Benjamin L. Bayly, Karen L. Bierman, Janet A. Welsh & Julia M. Gest. (2022) Predicting school readiness program implementation in community-based childcare centers. Frontiers in Psychology 13.
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Sascha C. Mowrey & Dale C. Farran. (2021) Teaching Teams: The Roles of Lead Teachers, Teaching Assistants, and Curriculum Demand in Pre-kindergarten Instruction. Early Childhood Education Journal 50:8, pages 1329-1341.
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Beth M. Phillips, Felesa Oliver & Karli B. Willis. (2022) Engaging, Explicit, and Elaborated. Topics in Language Disorders 42:4, pages 304-318.
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Abdulhamit KARADEMİR & Berrin AKMAN. (2021) Farklı Bakış Açılarıyla Okul Öncesi Eğitimde Kalite Unsurları: Nitel Bir Araştırma. Cumhuriyet International Journal of Education.
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Hailey R. Love & Eva Horn. (2019) Definition, Context, Quality: Current Issues in Research Examining High-Quality Inclusive Education. Topics in Early Childhood Special Education 40:4, pages 204-216.
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Megan Vincett, Michal Perlman, Sharon Pauker & Jennifer Jenkins. (2021) How much variability is there in children's experiences with different educators?. Early Childhood Research Quarterly 56, pages 78-89.
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Pamela W. Garner & Tamera D. Toney. (2020) Financial strain, maternal attributions, emotion knowledge and children's behavioral readiness for school. Journal of Applied Developmental Psychology 67, pages 101122.
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C. Kevin Fortner, David C. Kershaw, Kevin C. Bastian & Heather H. Lynn. (2015) Learning by Doing: The Characteristics, Effectiveness, and Persistence of Teachers who Were Teaching Assistants First. Teachers College Record: The Voice of Scholarship in Education 117:11, pages 1-30.
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Pamela W. Garner & Duhita Mahatmya. (2015) Affective Social Competence and Teacher–child Relationship Quality: Race/Ethnicity and Family Income Level as Moderators. Social Development 24:3, pages 678-697.
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Bridget E. Hatfield, Linda L. Hestenes, Victoria L. Kintner-Duffy & Marion O’Brien. (2013) Classroom Emotional Support predicts differences in preschool children's cortisol and alpha-amylase levels. Early Childhood Research Quarterly 28:2, pages 347-356.
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Claude Messan Setodji, Vi-Nhuan Le & Diana Schaack. (2012) Accounting for movement between childcare classrooms: Does it change teacher effects interpretations?. Journal of Applied Developmental Psychology 33:1, pages 1-12.
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