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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:Pretti-Frontczak, Kristie [remove];
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Addressing early learning standards for all children within blended preschool classrooms Examination of intensive instruction embedded into classroom activities and routines on the acquisition and maintenance of prewriting skills for children with various abilities across blended preschool classrooms examined across 3 studies with a total of 9 children |
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Assessment Evaluation and Programming System for Infants & Children (2nd ed.) Questions address physical and mental conditions affecting the respondent, the use of mobility aids, vision and hearing impairments, speech difficulties, lifting and aerobic difficulties, and the ability to function independently within the home. Instrumental activities of daily living (IADLs) are not necessary for fundamental functioning, but they let an individual live independently in a community: Doing light housework, preparing meals, taking medications, shopping for groceries or clothes, using the telephone, managing money, and using technology |
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Preparing Head Start personnel to use a curriculum-based assessment: An innovative practice in the “age of accountability” An account of the inter-rater reliability training of 18 Head Start teachers using the Assessment, Evaluation, and Programming System for Infants and Children (AEPS) with the technical assistance of Project LINK |
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Preschool teachers' use of assessments and curricula: A statewide examination An investigation of the degree to which recommended assessment and curriculum practices are being implemented by preschool teachers |
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Using planning time to individualize instruction for preschoolers with special needs An investigation into the methods of preschool teachers’ planning of individualized instruction for special needs students, based on a sample of 453 teachers from 19 states |
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