Using Ecological Momentary Assessment to Examine the Relationship Between Childcare Teachers’ Stress, Classroom Behaviors, and Afterhours Professionalism Activities

IF 1.1 Q3 FAMILY STUDIES

Child Care in Practice Pub Date : 2021-10-08 DOI:10.1080/13575279.2021.1962247

Jennifer I. Baumgartner, Carrie L. Ota, Cynthia F. DiCarlo, Rebecca L. Bauer, R. Carson

引用次数: 2

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利用生态瞬间评价研究幼儿教师压力、课堂行为与课后专业活动的关系

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Child Care in Practice Nursing-Community and Home Care

CiteScore

3.30

自引率

5.30%

发文量

期刊介绍： Child Care in Practice is a quarterly, peer-reviewed journal that provides an international forum for professionals working in all disciplines in the provision of children’s services, including social work, social care, health care, medicine, psychology, education, the police and probationary services, and solicitors and barristers working in the family law and youth justice sectors. The strategic aims and objectives of the journal are: • To develop the knowledge base of practitioners, managers and other professionals responsible for the delivery of professional child care services. The journal seeks to contribute to the achievement of quality services and the promotion of the highest standards. • To achieve an equity of input from all disciplines working with children. The multi-disciplinary nature of the journal reflects that the key to many successful outcomes in the child care field lies in the close co-operation between different disciplines. • To raise awareness of often-neglected issues such as marginalization of ethnic minorities and problems consequent upon poverty and disability. • To keep abreast of and continue to influence local and international child care practice in response to emerging policy. • To include the views of those who are in receipt of multi-disciplinary child care services. • To welcome submissions on promising practice developments and the findings from new research to highlight the breadth of the work of the journal’s work.