The impact of Responsive Partnership Strategies on the satisfaction of co-teaching relationships in early childhood classrooms-Reference-Cited by-同舟云学术

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The impact of Responsive Partnership Strategies on the satisfaction of co-teaching relationships in early childhood classrooms

Published:2021-09 Issue:9 Volume:1 Page:
ISSN:2662-9283
Container-title:SN Social Sciences
language:en
Short-container-title:SN Soc Sci

Author:

DiCarlo Cynthia^ORCID,Hulin Caroline,Meaux Ashley Bourque,Grantham-Caston Michelle

Publisher

Springer Science and Business Media LLC

Link

https://link.springer.com/content/pdf/10.1007/s43545-021-00239-x.pdf

Reference36 articles.

1. Appl D (2006) First-year early childhood special education teachers and their assistants: teaching along with her. Teach except Child 38(6):34–40. https://doi.org/10.1177/004005990603800605

2. Beaudoin MN (2011) Respect—where do we start? Promot Respectful Sch 69(1):40–44

3. Blood P (2012) The repair and restoration of relationships (Chap 17). In: Roffey S (ed) Positive relationships: evidence based practice across the world. Springer, New York, pp 277–292

4. Bronson CE, Dentith AM (2014) Partner teaching: a promising model. Education 134(4):506–520

5. Buffum A, Hinman C (2006) Professional learning communities: reigniting passion and purpose. Leadership 35(5):16–19

Cited by 1 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. “…Because we do so together”: A Mixed-Methods Analysis of Assistant Teacher’s Work Environment, Conditions, and Teamwork Experiences;International Journal of Child Care and Education Policy;2023-11-13

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