Turkish preschool teachers’ beliefs and practices related to two dimensions of developmentally appropriate classroom management-Reference-Cited by-同舟云学术

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Turkish preschool teachers’ beliefs and practices related to two dimensions of developmentally appropriate classroom management

Published:2016-06-02 Issue:1 Volume:46 Page:102-116
ISSN:0300-4279
Container-title:Education 3-13
language:en
Short-container-title:Education 3-13

Author:

Şahin-Sak İkbal Tuba¹,Tantekin-Erden Feyza²,Pollard-Durodola Sharolyn³

Affiliation:

1. Faculty of Education, Department of Elementary Education, Early Childhood Education, Yüzüncü Yıl University, Van, Turkey

2. Faculty of Education, Department of Elementary Education, Early Childhood Education, Middle East Technical University, Ankara, Turkey

3. College of Education, Department of Educational & Clinical Studies, University of Nevada-Las Vegas, Las Vegas, NV, USA

Publisher

Informa UK Limited

Subject

Life-span and Life-course Studies,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/03004279.2016.1194447

Reference79 articles.

1. Kindergarten Teachers’ Beliefs Toward Developmentally Appropriate Practice in Jordan

2. The use of triangulation for completeness purposes

3. The evaluation of class management strategies of preschool teachers in classroom activities

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1. Teacher-child interaction quality in early childhood education: the impact of teacher beliefs;Education 3-13;2023-09-20

2. Okul öncesi öğretmenlerinin gelişime uygun uygulamalara yönelik inançları ile çok kültürlülüğe yönelik tutumları ve öz yeterlik algıları arasındaki ilişkinin incelenmesi;Anadolu Üniversitesi Eğitim Fakültesi Dergisi;2023-07-30

3. Learning Centers in Turkish Preschools: A Phenomenological Study;International Journal of Early Childhood;2023-02-14

4. Preschool teachers’ beliefs and practices of developmentally appropriate practice (DAP);Journal of Early Childhood Research;2022-12-22

5. Educación infantil y calidad docente;HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades;2022-12-15

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