Impact of curriculum training on state-funded prekindergarten teachers' knowledge, beliefs, and practices
||An evaluation of the impact of an eight-week curriculum course on state-funded prekindergarten teachers' knowledge about developmentally appropriate curriculum, their beliefs about best practice, and their classroom instructional performance, and an examination of the relationship between teacher qualifications and their knowledge, beliefs, and instructional performance, based on data from 17 teachers in state-funded Voluntary Prekindergarten in Florida
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