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Marijn van Dijk, Astrid Menninga, Henderien Steenbeek & Paul van Geert. (2019) Improving language use in early elementary science lessons by using a video feedback intervention for teachers. Educational Research and Evaluation 25:5-6, pages 299-322.
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Marie-Lyne Smadja, Dorit Aram & Margalit Ziv. (2019) The Impact of Variations in Text Presence in Children’s Storybooks on Preschool Teachers’ Discourse. Journal of Research in Childhood Education 33:2, pages 194-211.
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Erin E. Flynn & Rachel E. Schachter. (2017) Teaching for tomorrow: An exploratory study of prekindergarten teachers’ underlying assumptions about how children learn. Journal of Early Childhood Teacher Education 38:2, pages 182-208.
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Amy Burke. (2017) An Analysis of a Teacher’s Use of Revoicing During a Third Grade Literature Discussion. Literacy Research and Instruction 56:1, pages 1-20.
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Fabio Dovigo. (2016) Argumentation in preschool: a common ground for collaborative learning in early childhood. European Early Childhood Education Research Journal 24:6, pages 818-840.
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Chenyi Zhang, Karen E. Diamond & Douglas R. Powell. (2015) Examining the Content of Head Start Teachers’ Literacy Instruction Within Two Activity Contexts During Large-Group Circle Time. Journal of Research in Childhood Education 29:3, pages 323-337.
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Janneke van de Pol, Monique Volman, Frans Oort & Jos Beishuizen. (2014) Teacher Scaffolding in Small-Group Work: An Intervention Study. Journal of the Learning Sciences 23:4, pages 600-650.
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Sara Zadunaisky Ehrlich. (2011) Argumentative Discourse of Kindergarten Children: Features of Peer Talk and Children-Teacher Talk. Journal of Research in Childhood Education 25:3, pages 248-267.
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Articles from other publishers (12)
Sabrina F Sembiante, Alain Bengochea & Mileidis Gort. (2022) Morning circle as a community of practice: Co-teachers’ transmodality in a dual language bilingual education preschool classroom. Journal of Early Childhood Literacy, pages 146879842211442.
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Sandy Houen, Karen Thorpe, Danielle van Os, Emily Westwood, Danielle Toon & Sally Staton. (2022) Eliciting and responding to young children's talk: A systematic review of educators' interactional strategies that promote rich conversations with children aged 2–5 years. Educational Research Review 37, pages 100473.
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Raziye GÜNAY BİLALOĞLU, İnanç ETİ & Yaşare AKTAŞ ARNAS. (2022) OKUL ÖNCESİ ÖĞRETMENLERİNİN GÜNE BAŞLAMA VE OYUN ZAMANINA İLİŞKİN GÖRÜŞ VE UYGULAMALARI. Milli Eğitim Dergisi 51:233, pages 151-175.
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Ève Ryan, Alison L Bailey & Yiching H Grace. (2019) Rethinking the role of transitions between activities in early childhood settings: An examination of their linguistic characteristics in two preschool classrooms. Journal of Early Childhood Literacy 21:4, pages 538-567.
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Sabrina F. Sembiante, Alain Bengochea & Mileidis Gort. (2020) “Want me to show you?”: Emergent bilingual preschoolers’ multimodal resourcing in show-and-tell activity. Linguistics and Education 55, pages 100794.
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Hongyan Chen, Qingdan Zeng & Zhengmei Peng. (2020) Creating the Recognition of Heterogeneity in Circle Rituals: An Ethnographic Study in a German Primary School. SAGE Open 10:1, pages 215824401989944.
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Rachel E. Schachter. (2017) Early Childhood Teachers’ Pedagogical Reasoning About How Children Learn During Language and Literacy Instruction. International Journal of Early Childhood 49:1, pages 95-111.
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Audrey Lucero. (2013) Teachers’ use of linguistic scaffolding to support the academic language development of first-grade emergent bilingual students. Journal of Early Childhood Literacy 14:4, pages 534-561.
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Anne van Kleeck. (2014) Distinguishing Between Casual Talk and Academic Talk Beginning in the Preschool Years: An Important Consideration for Speech-Language Pathologists. American Journal of Speech-Language Pathology 23:4, pages 724-741.
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Gil, Hyo-Jung & 박은혜. (2013) The Characteristics of Dialogue between Teacher and Child during Free play activity. The Journal of Korean Teacher Education 30:2, pages 225-251.
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Elisabeth Bjørnestad & Janicke Heldal StrayElisabeth Bjørnestad. 2013. New Voices in Norwegian Educational Research. New Voices in Norwegian Educational Research
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성지현 & 연영아. (2011) An instructional analysis of the Flanders verbal Interaction categories used by 15 Gyeonggi-do kindergarten excellent classes. Korean Journal of Early Childhood Education 31:1, pages 87-112.
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