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

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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
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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

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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