Linking teacher beliefs to classroom practices that support literacy skills

Author(s): Poole- Christian, Kerantha N.
Date Issued: September 2009
Description: An study of the links between teacher beliefs on the topic of emergent literacy and classroom practice that supports literacy development in preschool children based on classroom observations and interviews with 4 preschool instructors in two preschools with half or whole day classrooms that serve 3 and 4 year old children from 1 mid-sized school district in Southern Florida
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Source: Unpublished doctoral dissertation: Capella University, Minneapolis, MN
Topics: Children & Child Development > Child Development & School Readiness > Early Literacy

Child Care & Early Education Provider Workforce
Country: United States
States: FLORIDA
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