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Transition Practices into Kindergarten and the Barriers Teachers Encounter · Study

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ChapterTransition Practices into Kindergarten and the Barriers Teachers Encounter

Timothy W. Curby2018

Chapter2018

Transition Practices into Kindergarten and the Barriers Teachers Encounter

Timothy W. Curby · Elizabeth Berke · Vincent C. Alfonso · Jamilia J. Blake · Darlene DeMarie · George J. DuPaul +5 more

54 citations·0/0 files stored·Springer eBooks

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Early Childhood Education and Development Parental Involvement in Education Education Methods and Practices

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2007School readiness and later achievement.1966EFFECTS OF AUTHORITATIVE PARENTAL CONTROL ON CHILD BEHAVIOR 1998Parental Socialization of Emotion 2016Temperament and Development 2003Preschool Emotional Competence: Pathway to Social Competence?2000Teachers’ judgments of problems in the transition to kindergarten 2002Inequality at the Starting Gate: Social Background Differences in Achievement as Children Begin School 2000An Ecological Perspective on the Transition to Kindergarten

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2020The Academic Support Index: A Tool for Contextualizing Student Data

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2016School transition practices and children’s social and academic adjustment in kindergarten.article · 8 shared references 2014The Transition to Kindergarten for Children With and Without Disabilitiesarticle · 8 shared references 2010Kindergarten Transition Preparation: A Comparison of Teacher and Parent Practices for Children with Autism and Other Developmental Disabilitiesarticle · 7 shared references 2015The Transition to Kindergarten: Predicting Socio-Behavioral Outcomes for Children With and Without Disabilitiesarticle · 7 shared references 2012Changes in Parent Involvement Across the Transition from Public School Prekindergarten to First Grade and Children's Academic Outcomesarticle · 6 shared references 2010Family Concerns and Involvement During Kindergarten Transitionarticle · 6 shared references

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Year2018

Typechapter

Published2018-01-01

VenueSpringer eBooks

Languageen

Citations54

Files0 public / 0

ShelfEarly Childhood Education and Development

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doi10.1007/978-3-319-90200-5_11

openalex_workW2805288775

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