The Reported Effects of a Systematic Professional Learning Program on the Knowledge, Skills, and Concerns of Australian Early Childhood Educators who Support Young Children Displaying or at Risk of Challenging Behaviours-Reference-Cited by-同舟云学术

The Reported Effects of a Systematic Professional Learning Program on the Knowledge, Skills, and Concerns of Australian Early Childhood Educators who Support Young Children Displaying or at Risk of Challenging Behaviours

Published:2016-06 Issue:2 Volume:64 Page:131-149
ISSN:1034-912X
Container-title:International Journal of Disability, Development and Education
language:en
Short-container-title:International Journal of Disability, Development and Education

Author:

Arthur-Kelly Michael¹,Farrell Genevieve¹,De Bortoli Tania¹,Lyons Gordon¹,Hinchey Frank¹,Ho Fuk Chuen²,Opartkiattikul Watinee³,Baker Fran¹,Fairfax Warren¹

Affiliation:

1. School of Education, University of Newcastle, Newcastle, Australia

2. Department of Special Education and Counselling, The Hong Kong Institute of Education, Hong Kong

3. Faculty of Education, Department of Educational Research and Psychology, Chulalongkorn University, Bangkok, Thailand

Funder

ADHC (NSW)

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Health Professions (miscellaneous),Education,Health(social science)

Link

https://www.tandfonline.com/doi/pdf/10.1080/1034912X.2016.1181258

Reference21 articles.

1. Communication Intervention for Students with Severe Disability: results of a partner training program

2. Interaction, inclusion and students with profound and multiple disabilities: towards an agenda for research and practice

3. The Gap Between Beliefs and Practices: Early Childhood Practitioners' Perceptions About Inclusion

4. Improving the Quality Of Infant—Toddler Care Through Professional Development

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