Citations (25)
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Sophia Han, Jolyn Blank & Ilene R. Berson. (2020) Revisiting reflective practice in an era of teacher education reform: A self-study of an early childhood teacher education program. Journal of Early Childhood Teacher Education 41:2, pages 162-182.
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Çağla Öneren Şendil & Feyza Tantekin Erden. (2019) Understanding the Gaps Between Turkish Teachers’ Beliefs and Practices for Dealing With Preschoolers’ Peer Relationship Problems. Early Education and Development 30:5, pages 608-638.
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Katherine K. Delaney. (2018) Negotiating calendar time: ‘Best practices’ and teacher sense-making in a public pre-Kindergarten classroom. Journal of Early Childhood Teacher Education 39:2, pages 150-168.
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Christopher P. Brown & Joanna Englehardt. (2017) Preservice Teachers Reconfiguring Teaching Young Children in a High-Stakes Early Education Context Through the Use of iPads:A Case Study. Early Education and Development 28:8, pages 976-995.
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Sophia Han, Jolyn Blank & Ilene R. Berson. (2017) To transform or to reproduce: Critical examination of teacher inquiry within early childhood teacher preparation. Journal of Early Childhood Teacher Education 38:4, pages 308-325.
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Melissa Sherfinski, Brandi Slider Weekley & Sera Mathew. (2015) Reconceptualising advocacy: creating inclusive education in US universal pre-kindergarten. International Journal of Inclusive Education 19:12, pages 1213-1228.
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Jennifer J. Mueller & Nancy K. File. (2015) Teacher Preparation in Changing Times: One Program’s Journey Toward Re-Vision and Revision. Journal of Early Childhood Teacher Education 36:2, pages 175-192.
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Christopher P. Brown, Natalie Babiak Weber & Yeojoo Yoon. (2015) The Practical Difficulties for Early Educators Who Tried to Address Children’s Realities in Their High-Stakes Teaching Context. Journal of Early Childhood Teacher Education 36:1, pages 3-23.
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Adam S. Kennedy & Amy Heineke. (2014) Re-envisioning the Role of Universities in Early Childhood Teacher Education: Community Partnerships for 21st-Century Learning. Journal of Early Childhood Teacher Education 35:3, pages 226-243.
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Carolyn
J. Griess & Jane
B. Keat. (2014) Practice What We Preach: Differentiating Instruction and Assessment in a Higher Education Classroom as a Model of Effective Pedagogy for Early Childhood Teacher Education Candidates. Journal of Early Childhood Teacher Education 35:1, pages 98-109.
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J.E. (Elsa) Fourie. (2013) Early Childhood Education in South African Townships: Academics Accepting the Challenge to Empower Early Childhood Development Practitioners. Journal of Social Sciences 36:1, pages 59-68.
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Christopher
P. Brown & Jae-Eun Lee. (2012) How to Teach to the Child When the Stakes Are High: Examples of Implementing Developmentally Appropriate and Culturally Relevant Practices in Prekindergarten. Journal of Early Childhood Teacher Education 33:4, pages 322-348.
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Articles from other publishers (13)
Juliet Bromer, Crystasany Turner, Samantha Melvin & Aisha Ray. (2023) “We are that resilience”: Building cultural capital through family child care. Contemporary Issues in Early Childhood, pages 146394912311773.
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Yi Yang & Nirmala Rao. (2023) The status, pathways and discourses of professionalism for early childhood education teachers in Chinese policies. International Journal of Educational Development 99, pages 102760.
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Crystasany R. Turner & Michele Turner. (2023) A Sociohistorical Critique of the Systemic Disenfranchisement of Milwaukee's Black Women Childcare Providers. Urban Education, pages 004208592311628.
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Halil Kamışlı, Elif Karslı Çalamak & Sinan Olkun. (2020) Okul Öncesi ve Sınıf Öğretmenliği Lisans Programlarının Çocuğun Bütünsel Gelişimi Açısından Değerlendirilmesi. Yaşadıkça Eğitim 34:2, pages 451-467.
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Christopher P. Brown & Natalie Babiak Weber. (2016) Struggling to Overcome the State’s Prescription for Practice. Journal of Teacher Education 67:3, pages 183-202.
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Shangwei Li. (2016) Development and Reflection on Early Childhood Education in U. S. Higher Schools. e-Pedagogium 16:2, pages 90-107.
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Dora Ho, Moosung Lee & Yue Teng. (2016) Exploring the relationship between school-level teacher qualifications and teachers' perceptions of school-based professional learning community practices. Teaching and Teacher Education 54, pages 32-43.
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Larry Prochner, Ailie Cleghorn, Anna Kirova & Christine MassingLarry Prochner, Ailie Cleghorn, Anna Kirova & Christine Massing. 2016. Teacher Education in Diverse Settings. Teacher Education in Diverse Settings
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Katherine K Delaney. (2015) Dissonance for understanding: Exploring a new theoretical lens for understanding teacher identity formation in borderlands of practice. Contemporary Issues in Early Childhood 16:4, pages 374-389.
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Elizabeth Graue, Anne Karabon, Katherine Kresin Delaney, Kristin Whyte, Jiwon Kim & Anita Wager. (2015) Imagining a Future in PreK: How Professional Identity Shapes Notions of Early Mathematics. Anthropology & Education Quarterly 46:1, pages 37-54.
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Hannah Barber, Caroline Cohrssen & Amelia Church. (2014) Meeting the Australian National Quality Standards: A Case Study of the Professional Learning Needs of Early Childhood Educators. Australasian Journal of Early Childhood 39:4, pages 21-27.
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Joce Nuttall. (2013) The Potential of Developmental Work Research as a Professional Learning Methodology in Early Childhood Education. Contemporary Issues in Early Childhood 14:3, pages 201-211.
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Pan He & Dora Ho. (2013) Rethinking the Professional Development Policy for Early Childhood Education in Hong Kong. Australasian Journal of Early Childhood 38:2, pages 95-102.
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