Citations (31)
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Jeesun Jung, Susan Recchia & Jennifer Ottley. (2021) Transitioning from primary-grade classrooms to infant/toddler rooms: early childhood preservice teachers’ growth and challenges. Journal of Early Childhood Teacher Education 42:3, pages 245-264.
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Rebecca L. Huss-Keeler. (2020) Going back to school: the perceived value of the bachelor’s degree for early childhood practitioners. Journal of Early Childhood Teacher Education 41:4, pages 359-383.
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Amy M. Roberts, Jennifer LoCasale-Crouch, Bridget K. Hamre & Faiza M. Jamil. (2020) Preschool teachers’ self-efficacy, burnout, and stress in online professional development: a mixed methods approach to understand change. Journal of Early Childhood Teacher Education 41:3, pages 262-283.
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Lisa A. Monroe & Deborah J. Norris. (2018) Implementation of a mentoring component embedded within an early childhood scholarship programme. Early Child Development and Care 188:6, pages 665-678.
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Eleni Loizou & Susan L. Recchia. (2018) In-Service Infant Teachers Re-Envision Their Practice Through a Professional Development Program. Early Education and Development 29:1, pages 91-103.
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Marilyn Chu. (2016) What’s missing in most of our early childhood degrees? Focusing more deeply on relationships and learning with infants, toddlers, and their families. Journal of Early Childhood Teacher Education 37:4, pages 264-281.
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Christopher P. Brown & Joanna Englehardt. (2016)
Conceptions of and early childhood educators’ experiences in early childhood professional development programs: A qualitative metasynthesis. Journal of Early Childhood Teacher Education 37:3, pages 216-244.
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Seung Yeon Lee, Minsun Shin & Susan L. Recchia. (2016) Primary Caregiving as a Framework for Preparing Early Childhood Preservice Students to Understand and Work with Infants. Early Education and Development 27:3, pages 336-351.
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Mary Benson McMullen, Na Ra Yun, Alina Mihai & Hyojin Kim. (2016) Experiences of Parents and Professionals in Well-Established Continuity of Care Infant Toddler Programs. Early Education and Development 27:2, pages 190-220.
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Susan L. Recchia, Seung Yeon Lee & Minsun Shin. (2015) Preparing Early Childhood Professionals for Relationship-Based Work With Infants. Journal of Early Childhood Teacher Education 36:2, pages 100-123.
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Susanne Garvis & Narelle Lemon. (2015) Enhancing the Australian early childhood teacher education curriculum about very young children. Early Child Development and Care 185:4, pages 547-561.
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Amanda J. Moreno, Sheridan Green & Jo Koehn. (2015) The Effectiveness of Coursework and Onsite Coaching at Improving the Quality of Care in Infant–Toddler Settings. Early Education and Development 26:1, pages 66-88.
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KarenM. La Paro, AmyC. Williamson & Bridget Hatfield. (2014) Assessing Quality in Toddler Classrooms Using the CLASS-Toddler and the ITERS-R. Early Education and Development 25:6, pages 875-893.
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Elena Nitecki. (2014) How an Early Childhood In-Service Training Succeeded within a Crisis Context. The New Educator 10:3, pages 231-247.
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Diane
M. Horm, Marilou Hyson & Pamela
J. Winton. (2013) Research on Early Childhood Teacher Education: Evidence From Three Domains and Recommendations for Moving Forward. Journal of Early Childhood Teacher Education 34:1, pages 95-112.
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Elena Nitecki. (2012) The Culture of Family: How a Model Early Childhood Teacher Preparation Program Navigates a Limited Context. Journal of Early Childhood Teacher Education 33:2, pages 127-143.
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Liz Rouse, Anne-Marie Morrissey & Mohammadali Rahimi. (2012) Problematic placement: pathways pre-service teachers’ perspectives on their infant/toddler placement. Early Years 32:1, pages 87-98.
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Articles from other publishers (14)
Yunus TUNÇ, Osman Tayyar ÇELİK, Servet ATİK & Necati ÇOBANOĞLU. (2023) Erken Çocukluk Öğretmen Eğitimine İlişkin Bibliyometrik bir Analiz: Eğilimler, Öncelikler ve Araştırma Boşlukları. İnönü Üniversitesi Eğitim Fakültesi Dergisi.
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Tina Heather Bonnett & Chase Edwin Wade. (2022) Procuring Gender-Situated Voices of Male Early Childhood Professionals in Canada. International Journal of Early Childhood 55:2, pages 187-204.
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Jennifer LoCasale-Crouch, Francisca Romo-Escudero, Kelsey Clayback, Jessica Whittaker, Bridget Hamre & Carolina Melo. (2023) Results from a randomized trial of the effective classroom interactions for toddler educators professional development intervention. Early Childhood Research Quarterly 65, pages 217-226.
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Amber H Beisly & Vickie E Lake. (2020) Knowledge of child development: Associations among pre-service teachers’ level of education and work experience. Journal of Early Childhood Research 19:2, pages 195-210.
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Helge Wasmuth & Elena Nitecki. (2020) (Un)intended consequences in current ECEC policies: Revealing and examining hidden agendas. Policy Futures in Education 18:6, pages 686-699.
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Kyong-Ah Kwon, Shinyoung Jeon, Lieny Jeon & Sherri Castle. (2019) The role of teachers' depressive symptoms in classroom quality and child developmental outcomes in Early Head Start programs. Learning and Individual Differences 74, pages 101748.
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Elena Nitecki & Helge Wasmuth. 2019. Globalization, Transformation, and Cultures in Early Childhood Education and Care. Globalization, Transformation, and Cultures in Early Childhood Education and Care
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Cynthia K. Buettner, Eun Hye Hur, Lieny Jeon & David W. Andrews. (2015) What are We Teaching the Teachers? Child Development Curricula in US Higher Education. Child & Youth Care Forum 45:1, pages 155-175.
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Sílvia Barros, Joana Cadima, Donna M. Bryant, Vera Coelho, Ana Isabel Pinto, Manuela Pessanha & Carla Peixoto. (2016) Infant child care quality in Portugal: Associations with structural characteristics. Early Childhood Research Quarterly 37, pages 118-130.
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Susanne Garvis & Donna Pendergast. (2015) What do early Childhood Teacher Graduands say about working with infants and Toddlers?: An Exploratory Investigation of Perceptions. Australasian Journal of Early Childhood 40:4, pages 104-111.
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Ryu, Joo-yeon & LeeSeungyeon. (2015) Infant Teachers' Confusion about Professional Identity and Overcoming Power. The Journal of Korean Teacher Education 32:2, pages 257-288.
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Soyeon Park, Su-Jeong Wee & Sungeun Yang. (2014) Are We Experts?: Perspectives of Korean Teachers on their Careers in Infant and Toddler Care. Australasian Journal of Early Childhood 39:1, pages 56-64.
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Gail E. Joseph & Carolyn Brennan. (2013) Framing Quality: Annotated Video-Based Portfolios of Classroom Practice by Pre-service Teachers. Early Childhood Education Journal 41:6, pages 423-430.
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Jeesun Jung. (2013) Teachers’ roles in infants’ play and its changing nature in a dynamic group care context. Early Childhood Research Quarterly 28:1, pages 187-198.
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