An exploratory study of how measuring knowledge-in-use adds value beyond static knowledge measures-Reference-Cited by-同舟云学术

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An exploratory study of how measuring knowledge-in-use adds value beyond static knowledge measures

Published:2023-03-20 Issue:4 Volume:44 Page:915-942
ISSN:1090-1027
Container-title:Journal of Early Childhood Teacher Education
language:en
Short-container-title:Journal of Early Childhood Teacher Education

Author:

Dwyer Julie¹^ORCID,Schachter Rachel E.²^ORCID,Ward Alessandra E.³^ORCID

Affiliation:

1. School of Education, Quinnipiac University, Hamden, CT, USA

2. Department of Child, Youth, and Family Studies, College of Education and Human Sciences, University of Nebraska, Lincoln, NE, USA

3. Department of Education, Wheaton College, Norton, MA, USA

Publisher

Informa UK Limited

Subject

Social Sciences (miscellaneous),Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10901027.2023.2192432

Reference85 articles.

1. Relationships Among Teachers’ Use of Mental State Verbs and Children’s Vocabulary Growth

2. Tools of the mind: A case study of implementing the Vygotskian approach in American early childhood and primary classrooms;Bodrova E.;Innodata Monographs,2001

3. Context Variation and Definitions in Learning the Meanings of Words: An Instance-Based Learning Approach

4. Thematic analysis.

5. Preschoolers' social competence: Relations to family characteristics, teacher behaviors and classroom climate

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. Storybook reading: Literacy and teacher knowledge in early childhood education;Journal of Early Childhood Literacy;2023-11-09

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