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The role of reflection: Preschool teachers' use of reflective thinking to translate higher education learning into teaching practice

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Description:
A study of the relationships between self-reported reflection on teaching practices and self-assessment of teacher quality, observations of classroom and teacher quality, institutional and social factors, teacher preparation program type, and demographic variables, based on data collected from 40 preschool teachers in 11 centers that serve 348 children in North Carolina
Resource Type:
Reports & Papers
Country:
United States
State(s):
North Carolina

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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