Citations (15)
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Ibrahim Jumiaan, Ali Alelaimat & Fathi Ihmeideh. (2020) Kindergarten teachers’ knowledge level of developmentally appropriate practice in Jordan. Education 3-13 48:8, pages 1000-1011.
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Amy Betawi & Sinaria Jabbar. (2019) Developmentally appropriate or developmentally inappropriate, that’s the question: perception of early childhood pre-service teachers at The University of Jordan. International Journal of Adolescence and Youth 24:1, pages 40-50.
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İkbal Tuba Şahin-Sak, Feyza Tantekin-Erden & Sharolyn Pollard-Durodola. (2018) Turkish preschool teachers’ beliefs and practices related to two dimensions of developmentally appropriate classroom management. Education 3-13 46:1, pages 102-116.
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Merilin Kimer, Maire Tuul & Tiia Õun. (2016) Implementation of different teaching approaches in early childhood education practices in Estonia. Early Years 36:4, pages 368-382.
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Konstantina Rentzou. (2015) Prevalence of burnout syndrome of Greek child care workers and kindergarten teachers. Education 3-13 43:3, pages 249-262.
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Holli A. Tonyan, Ani Mamikonian-Zarpas & Dorothy Chien. (2013) Do they practice what they preach? An ecocultural, multidimensional, group-based examination of the relationship between beliefs and behaviours among child care providers. Early Child Development and Care 183:12, pages 1853-1877.
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B. Erdiller Akın. (2013) Examining the Beliefs of Turkish Preservice Early Childhood Teachers Regarding Early Childhood Curriculum. Journal of Research in Childhood Education 27:3, pages 302-318.
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Maria Sakellariou & Konstantina Rentzou. (2012) Greek pre-service kindergarten teachers’ beliefs and intensions about the importance of teacher–child interactions. Early Child Development and Care 182:1, pages 123-135.
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Articles from other publishers (7)
Aparna Prasanna, Malavika Anakkathil Anil, Gagan Bajaj & Jayashree S. Bhat. (2024) Teacher's practice and perception of the influence of stories during preschool child development: A cross-sectional study from ethnically diverse South Indian city. Child Language Teaching and Therapy 40:1, pages 5-23.
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Haneet Gandhi. (2022) Thirty-One Teachers’ Epistemic Beliefs as They Worked with Random Generators: an Explorative Study. Canadian Journal of Science, Mathematics and Technology Education.
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Maria S. Poulou, Pamela W. Garner & Hideko Hamada Bassett. (2021) Teachers' emotional expressiveness and classroom management practices: Associations with young students' social‐emotional and behavioral competence. Psychology in the Schools 59:3, pages 557-573.
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Ramazan Sak, İkbal Tuba Şahin Sak, Osman Ayyürek & Necdet Taşkın. (2017) Ebeveyn Olarak Okul Öncesi Öğretmenleri: Nitel Bir Çalışma. Turkish Online Journal of Qualitative Inquiry, pages 272-272.
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Helenrose Fives & Michelle M. Buehl. (2016) Teachers’ Beliefs, in the Context of Policy Reform. Policy Insights from the Behavioral and Brain Sciences 3:1, pages 114-121.
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Rahime Cobanoglu & Yesim Capa-Aydin. (2015) When early childhood teachers close the door: Self-reported fidelity to a mandated curriculum and teacher beliefs. Early Childhood Research Quarterly 33, pages 77-86.
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Maria Sakellariou & Konstantina Rentzou. (2011) Cypriot Pre-Service Kindergarten Teachers’ Beliefs and Intensions about the Importance of Teacher/Child Interactions. Early Childhood Education Journal 39:6, pages 413-420.
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