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Cited by

• 1993Measuring the developmental appropriateness of kindergarten teachers' beliefs and practices263 cited
• 1994Family and classroom correlates of head start children's developmental outcomes235 cited
• 1998Inclusion of young children with special needs in early childhood education: The research base196 cited
• 1998Good Beginnings: What difference does the program make in preparing young children for school?164 cited
• 1999Characteristics of Teachers Who Talk the DAP TalkandWalk the DAP Walk142 cited
• 2006Early Childhood Education : Pathways to quality and equity for all children139 cited
• 1998Is Developmentally Appropriate Practice for Everyone?137 cited
• 1995The Role of Program Quality in Producing Early Childhood Program Benefits135 cited
• 1998Inclusion in the context of competing values in early childhood education126 cited
• 1995What is “appropriate practice” at home and in child care?: Low-income mothers' views on preparing their children for school125 cited
• 1996Deconstructing “child development knowledge” and “teacher preparation”122 cited
• 1995Relations between teacher and classroom activity variables and the classroom behaviors of prekindergarten children in chapter 1 funded programs115 cited
• 1999The effect of teacher style on interactive engagement of preschool-aged children with special learning needs