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Measuring the developmental appropriateness of kindergarten teachers' beliefs and practices

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References

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Cited by

2015Associations between structural quality aspects and process quality in Dutch early childhood education and care settings262 cited
1999How early childhood teacher beliefs vary across grade level242 cited
1994Family and classroom correlates of head start children's developmental outcomes235 cited
1996Overt and Relational Aggression on the Playground: Correspondence Among Different Informants207 cited
2002Moving up the Grades: Relationship between Preschool Model and Later School Success.193 cited
2006Measuring teacher effectiveness: Some methodological reflections180 cited
1999Differential impact of preschool models on development and early learning of inner-city children: A three-cohort study.176 cited

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2006

The Teacher Belief Q-Sort: A measure of teachers' priorities in relation to disciplinary practices, teaching practices, and beliefs about children

164 cited

2002Is There a Link Between Teachers' Beliefs and Behaviors?151 cited

2013Early childhood educators’ use of natural outdoor settings as learning environments: an exploratory study of beliefs, practices, and barriers147 cited

1999Characteristics of Teachers Who Talk the DAP TalkandWalk the DAP Walk142 cited

2004Teaching practices in kindergarten and first grade: different strokes for different folks142 cited

2001Predictors of developmentally appropriate classroom practices in kindergarten through third grade139 cited

2006Developmentally Appropriate Practice in Kindergarten: Factors Shaping Teacher Beliefs and Practice134 cited

2008Head Start teachers’ beliefs about language and literacy instruction132 cited

2005Comparing beliefs about appropriate practice among early childhood education and care professionals from the U.S., China, Taiwan, Korea and Turkey124 cited