Coaching and Coursework Focused on Teacher–Child Interactions During Language/Literacy Instruction: Effects on Teacher Outcomes and Children’s Classroom Engagement

已完结 10 由 Dawei 发布于 2025/1/16 12:45:08

DOI:10.1080/10409289.2024.2303604
作者：Jason T. Downer, Nicole B. Doyle, Robert C. Pianta, Margaret Burchinal, Samuel Field, Bridget K. Hamre, Jennifer LoCasale-Crouch, Carollee Howes, Karen LaParo, Catherine Scott-Little
文献类型：期刊论文
补充材料：只需要正文

Taylor & Francis

Abstract：A sample of 496 early childhood teachers was assigned randomly in two phases to a series of professional development (PD) interventions. Phase I intervention was a 14-week course on effectiv

应助信息

5小时前

灯

b1249853d3c411efa2db34735aa3bc31.pdf 已采纳

5小时前

Book学术机器人

2025/1/16 12:45:08 未找到该文献，机器人已退出，请等待人工下载

2025/1/16 12:45:08 Book学术AI机器人收到请求，开始寻找文献

2025/1/16 12:45:08 已向机器人发送请求

5小时前

Dawei 发布求助

上一个求助:其它数据库Naturally Fractured Carbonate Reservoir Characterization: A Case Study of a Mature High-Pour Point Oil Field in Hungary 下一个求助:Taylor & FrancisEarly childhood teachers’ noticing skills in the context of an intervention: supporting teachers to effectively reflect on practice