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Kathryn E. Boonstra, Helen Rose Miesner, Elizabeth Graue & Eric Grodsky. (2023) Participation and learning in prek teacher workgroups: a communities of practice analysis of mathematics-focused professional development. Journal of Early Childhood Teacher Education 44:3, pages 510-530.
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Nicole Gardner-Neblett, Jennifer K. Henk, Claire D. Vallotton, Larra Rucker & Rachel Chazan-Cohen. (2021) The what, how, and who, of early childhood professional development (PD): Differential associations of PD and self-reported beliefs and practices. Journal of Early Childhood Teacher Education 42:1, pages 53-75.
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Kathleen M Sheridan & Xiaoli Wen. (2021) Evaluation of an Online Early Mathematics Professional Development Program for Early Childhood Teachers. Early Education and Development 32:1, pages 98-112.
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Sandra M. Linder, Kellye Rembert, Amber Simpson & M. Deanna Ramey. (2016) A mixed-methods investigation of early childhood professional development for providers and recipients in the United States. Professional Development in Education 42:1, pages 123-149.
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Amy Noelle Parks & Anita A. Wager. (2015) What Knowledge is Shaping Teacher Preparation in Early Childhood Mathematics?. Journal of Early Childhood Teacher Education 36:2, pages 124-141.
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Janet E. Dyment, Julie M. Davis, Diane Nailon, Sherridan Emery, Seyum Getenet, Nadine McCrea & Allen Hill. (2014) The impact of professional development on early childhood educators’ confidence, understanding and knowledge of education for sustainability. Environmental Education Research 20:5, pages 660-679.
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Articles from other publishers (12)
Paulo Tan, Alexis Padilla & Rachel Lambert. (2022) A Critical Review of Educator and Disability Research in Mathematics Education: A Decade of Dehumanizing Waves and Humanizing Wakes. Review of Educational Research 92:6, pages 871-910.
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Işıl YAMAN BAYDAR & Adalet KANDIR. (2022) Eğitici Oyuncaklarla Verilen Kavram Eğitiminin Çocukların Temel Kavram Kazanımına Etkisinin İncelenmesi. Yüzüncü Yıl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, pages 239-266.
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Peter M. Nelson, David A. Klingbeil & David C. Parker. (2020) An evaluation of the incremental impact of math intervention on early literacy performance. Psychology in the Schools 58:3, pages 431-442.
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Tatiana Cecilia Goldrine Godoy, Pamela Reyes-Santander & Raimundo Olfos Ayarza. (2021) Mathematical knowledge and overall practice in initial teacher education of early childhood teachers. Revista Brasileira de Educação 26.
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Tanya S. Wright, Amy Noelle Parks, Bethany Wilinski, Lisa M. Domke & Laura J. Hopkins. (2020) Examining Certification Requirements in Early Math and Literacy: What Do States Expect Prekindergarten Teachers to Know?. Journal of Teacher Education 72:1, pages 72-85.
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Hyun-Joo Jeon, Carla A. Peterson, Gayle Luze, Judith J. Carta & Carolyn Clawson Langill. (2020) Associations between parental involvement and school readiness for children enrolled in Head Start and other early education programs. Children and Youth Services Review 118, pages 105353.
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Franziska Egert, Ruben G. Fukkink & Andrea G. Eckhardt. (2018) Impact of In-Service Professional Development Programs for Early Childhood Teachers on Quality Ratings and Child Outcomes: A Meta-Analysis. Review of Educational Research 88:3, pages 401-433.
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