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Eva Mikuska, Nikki Fairchild, Alex Sabine & Sarah Barton. (2023) Quality Early Childhood Education and Care practices: the importance of skills, knowledge and the Early Childhood Graduate Practitioner competences. International Journal of Early Years Education 0:0, pages 1-15.
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Andrea Nolan, Louise Paatsch, Selda Aras & Aybüke Yurteri Tiryaki. (2023) Supporting practice change in early years classrooms: Australia and Turkey as case studies. International Journal of Early Years Education 31:1, pages 31-45.
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Belinda Davis & Rosemary Dunn. (2022) Educators working with infants and toddlers from low socio-economic status families. Cogent Education 9:1.
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Qilong Zhang, Weiying Wu & Ke Jiang. (2022) Standardising professional standards: A self-assessment scale for Chinese kindergarten teachers. European Journal of Teacher Education 0:0, pages 1-19.
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Jen Jackson. (2022) Qualifications, quality, and habitus: using Bourdieu to investigate inequality in policies for early childhood educators. British Journal of Sociology of Education 43:5, pages 737-753.
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Ann-Marie Gealy, Glenda Tinney, Natalie Macdonald & Jane Waters. (2022) A socio-constructivist approach to developing a professional learning intervention for early childhood education and care practitioners in Wales. Professional Development in Education 48:2, pages 298-314.
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Andrea Nolan & Karen Guo. (2022) Transforming practice through a professional learning program: barriers and enablers. Early Years 42:2, pages 232-246.
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Andrea Nolan & Tebeje Molla. (2021) Building teacher professional capabilities through transformative learning. Asia-Pacific Journal of Teacher Education 49:4, pages 450-465.
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Jen Jackson. (2021) Developing early childhood educators with diverse qualifications: the need for differentiated approaches. Professional Development in Education 0:0, pages 1-15.
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Tebeje Molla & Andrea Nolan. (2020) Researching professional recognition in a pre-school setting: a critical realist approach. International Journal of Research & Method in Education 43:3, pages 271-282.
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Tebeje Molla & Andrea Nolan. (2020) Teacher agency and professional practice. Teachers and Teaching 26:1, pages 67-87.
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Linda Newman & Nicole Leggett. (2019) Practitioner research: with intent. European Early Childhood Education Research Journal 27:1, pages 120-137.
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Andrea Nolan & Tebeje Molla. (2018) Teacher professional learning through pedagogy of discomfort. Reflective Practice 19:6, pages 721-735.
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Articles from other publishers (10)
Ilga Maria, Sofia Hartati & Nurbiana Dhieni. (2023) Analisis Pengembangan Profesional Pendidik Anak Usia Dini; Tren, Penelitian dan Praktik. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 7:4, pages 4276-4286.
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John Eric Wilkinson. 2023. Early Childhood Education - Innovative Pedagogical Approaches in the Post-modern Era. Early Childhood Education - Innovative Pedagogical Approaches in the Post-modern Era.
Alexander Almendingen, Olivia Clayton & Jan Matthews. (2021) Partnering with Parents in Early Childhood Services: Raising and Responding to Concerns. Early Childhood Education Journal 50:4, pages 527-538.
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Zhonglian Yan & Shoumei Zhao. (2022) The Relationship Between School-Based Research and Preschool Teachers’ Teaching Ability: The Mediating Role of Constructivist Beliefs in Teaching. Frontiers in Psychology 13.
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Sue Emmett. 2022. Assessment and Data Systems in Early Childhood Settings. Assessment and Data Systems in Early Childhood Settings
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Andrea Nolan. (2020) Addressing inequality: Educators responding to the contexts of young children’s lives?. Children & Society 35:4, pages 519-533.
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Gloria Quiñones, Liang Li & Avis RidgwayGloria Quiñones, Liang Li & Avis Ridgway. 2021. Affective Early Childhood Pedagogy for Infant-Toddlers. Affective Early Childhood Pedagogy for Infant-Toddlers
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Gloria Quiñones, Liang Li & Avis RidgwayGloria Quiñones, Liang Li & Avis Ridgway. 2021. Affective Early Childhood Pedagogy for Infant-Toddlers. Affective Early Childhood Pedagogy for Infant-Toddlers
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Jenny Martin, Joce Nuttall, Linda Henderson & Elizabeth Wood. (2020) Educational Leaders and the project of professionalisation in early childhood education in Australia. International Journal of Educational Research 101, pages 101559.
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Belinda Davis & Rosemary Dunn. (2019) Professional identity in the infant room. Australasian Journal of Early Childhood 44:3, pages 244-256.
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