The Influence of Teachers’ Efficacy and Beliefs Regarding Mathematics Instruction in the Early Childhood Classroom-Reference-Cited by-同舟云学术

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The Influence of Teachers’ Efficacy and Beliefs Regarding Mathematics Instruction in the Early Childhood Classroom

Published:2005-07 Issue:3 Volume:26 Page:239-257
ISSN:1090-1027
Container-title:Journal of Early Childhood Teacher Education
language:en
Short-container-title:Journal of Early Childhood Teacher Education

Author:

Todd Brown Elizabeth

Publisher

Informa UK Limited

Subject

Social Sciences (miscellaneous),Education

Link

http://www.tandfonline.com/doi/pdf/10.1080/10256018808623883

Reference72 articles.

1. Self-efficacy: Toward a unifying theory of behavioral change.

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1. Process over product: associations among math anxiety, feelings about math, and instructional beliefs in early childhood preservice teachers;Journal of Mathematics Teacher Education;2024-01-31

2. Die Bedeutung von Selbstwirksamkeitserwartungen frühpädagogischer Fachkräfte für die Qualität unterstützender Fachkraft-Kind-Interaktionen und die Häufigkeit mathematischer Aktivitäten;Frühe Bildung;2024-01

3. Interaktionsqualität;Frühe Bildung;2024-01

4. Assessment of Pre-Service Teachers’ Sense of Efficacy for Inclusive Education Programs: A Comparative Study;Journal of Educational Studies;2023-11

5. Early years practitioners’ training, beliefs and practices concerning mathematics: implications for education and practice;International Journal of Early Years Education;2023-09-10

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