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Teacher Development
An international journal of teachers' professional development
Volume 1, 1997 - Issue 3
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Original Articles

Teachers' use of a conceptual framework for early literacy education involving parents

Peter Hannon University of Sheffield, United KingdomCorrespondence[email protected]
&
Cathy Nutbrown University of Sheffield, United Kingdom
Pages 405-420 | Published online: 20 Dec 2006

Citations (15)

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Read on this site (4)

Peter Hannon, Cathy Nutbrown & Anne Morgan. (2020) Effects of extending disadvantaged families’ teaching of emergent literacy. Research Papers in Education 35:3, pages 310-336.
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Cathy Nutbrown. (2013) Conceptualising arts-based learning in the early years. Research Papers in Education 28:2, pages 239-263.
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Helen Hedges & Debora Lee. (2010) ‘I understood the complexity within diversity’: preparation for partnership with families in early childhood settings. Asia-Pacific Journal of Teacher Education 38:4, pages 257-272.
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Cathy Nutbrown & Peter Clough. (2004) Inclusion and exclusion in the early years: conversations with European educators. European Journal of Special Needs Education 19:3, pages 301-315.
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Articles from other publishers (11)

Sophia J Gowers. (2020) Mapping young children’s conceptualisations of the images they encounter in their familiar environments. Journal of Early Childhood Literacy 22:2, pages 207-231.
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Elizabeth M. Westrupp, Clair Bennett, Meabh Cullinane, Naomi J. Hackworth, Donna Berthelsen, Sheena Reilly, Fiona K. Mensah, Lisa Gold, Shannon K. Bennetts, Penny Levickis & Jan M. Nicholson. (2018) EHLS at School: school-age follow-up of the Early Home Learning Study cluster randomized controlled trial. BMC Pediatrics 18:1.
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Christine Edwards-Groves & Peter Grootenboer. (2015) Praxis and the theory of practice architectures: Resources for re-envisioning English education. The Australian Journal of Language and Literacy 38:3, pages 150-161.
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Cathy Nutbrown, Julia Bishop & Helen Wheeler. (2015) Co-production of family literacy projects to enhance early literacy development. Journal of Children's Services 10:3, pages 265-279.
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Maria Fátima Moreira & Iolanda Ribeiro. (2015) Experiências de Contacto dos Bebés com a Linguagem Escrita. Psicologia: Teoria e Pesquisa 31:1, pages 5-14.
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Dylan Yamada-Rice. (2013) The semiotic landscape and 3-year-olds? emerging understanding of multimodal communication practices. Journal of Early Childhood Research 12:2, pages 154-184.
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Sue Greenfield. (2011) Nursery home visits: Rhetoric and realities. Journal of Early Childhood Research 10:1, pages 100-112.
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Dylan Yamada-Rice. (2011) New media, evolving multimodal literacy practices and the potential impact of increased use of the visual mode in the urban environment on young children's learning. Literacy 45:1, pages 32-43.
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Kath Hirst, Peter Hannon & Cathy Nutbrown. (2010) Effects of a preschool bilingual family literacy programme. Journal of Early Childhood Literacy 10:2, pages 183-208.
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Cathy Nutbrown & Peter Hannon. (2016) Children’s Perspectives on Family Literacy: Methodological Issues, Findings and Implications for Practice. Journal of Early Childhood Literacy 3:2, pages 115-145.
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John Quicke. (2003) Educating the pupil voice. Support for Learning 18:2, pages 51-57.
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