Équipe de recherche Qualité des contextes éducatifs de la petite enfance

Thématiques

Auteurs

Année

Auteurs Année

Partee, A., Williford, A., Downer, J., Conway, J. et Carroll, E.
(2024). Narrowing the Research-to-Practice Gap in Effective Professional Development in a State Preschool Program: Describing the Process and Findings from a Research-Practice Partnership.
Early Childhood Research Quarterly, 66(1er quartier), 157-167.
Pfeiffer, D. L. et Landa, R. J.
(2024). Assessing Generalization During Professional Development in Child Care: A Pilot Randomized Controlled Trial.
Early Childhood Education Journal, 52(1), 87-99.
Brophy-Herb, H.E., Stacks, A.M., Frosch, C., Brincks, A. M., Cook, J. L., Vallotton, C. D., Perkins, H. A., Kim, L. E., Carson, R., Muzik, M., Rosenblum, K. et Jennings, P. A.
(2024). The Effects of a Relationship-Focused Professional Development Intervention on Infant and Toddler Teachers’ Mindfulness-Based Strategies for Coping.
Early Childhood Education Journal, 52(2), 243-257.
Rentzou, K.
(2024). Professional occupational activities and functions of Greek infant-toddler educators: Roles and responsibilities.
Journal of Childhood, Education & Society, 5(1), 146-160.
Clayback, K. A., LoCasale-Crouch, J. et Alamos, P.
(2024). A pilot study of a micro-course to promote positive teaching practices and prevent exclusionary discipline in early childhood.
Early Childhood Research Quarterly, 67(2^equartier), 182-190.
McNair, L. J., Bateson, S., Kustatscher, M. et Ravenscroft, J.
(2024). Practitioner inquiry: troubling certainty.
European Early Childhood Education Research Journal, 32(2), 220-235.
Muir, R. A., Howard, S. J. et Kervin, L.
(2024). Supporting early childhood educators to foster children's self-regulation and executive functioning through professional learning.
Early Childhood Research Quarterly, 67(2^e quartier), 170-181.
Nathanaili, V.
(2024). Professional passive practice mentoring system in study program ‘Teaching for pre-school education’ in Albanian HEI-s.
European Early Childhood Education Research Journal, 32(2), 192-207.
Pham, K. T., Do, L.-H. T., Dinh, H.-V. T., Nguyen, Q. A. T., Phan, Q.-N. et Ha, X. V.
(2024). Professional development of primary school teachers in Vietnamese educational reform context: an analysis from a sociocultural perspective.
Education 3-13, 52(3), 428-443.
Walker, R. et Jensen, B.
(2024). The manifestation of practice-based continuous professional development in ECEC: qualitative insights from an Abecedarian initiative in Denmark.
European Early Childhood Education Research Journal, 32(2), 248-265.
Xu, T. et Jack, L.
(2024). Redefining engineering for early childhood educators through professional development.
Contemporary Issues in Early Childhood, 25(1), 36-47.
Aras, S.
(2024). Building up formative assessment practices through action research: A study in early childhood teacher education.
Journal of Early Childhood Teacher Education, 45(1), 2-15.
Bonnett, T., Gould, E., Gratton, C., Malik, S. et Zinck, J.
(2024). Trauma-informed practice: A self-study examining the readiness of pre-service early years professionals.
Journal of Early Childhood Teacher Education, 45(1), 118-136.
Fowler, R. C.
(2024). An Examination of Educator Standards for Early Grade Teachers.
Journal of Research in Childhood Education, 38(2), 189-207.
Kahila, S., Kuutti, T., Kahila, J. et Sajaniemi, N.
(2024). The significance of practicum work communities for students’ professional development - Perceptions of Finnish ECE teacher students.
Journal of Early Childhood Teacher Education, 45(1), 38-55.
Schick, A., Wuest, C., Lim, R. et Melzi, G.
(2024). Supporting preschool teachers’ use of culturally grounded Practices: Factors that influence program fidelity.
Journal of Early Childhood Teacher Education, 45(1), 16-37.
Brunsek, A., Rodrigues, M., Sokolovic, N., Borairi, S., Janmohamed, Z., Jenkins, J. M. et Perlman, M.
(2024). Can a Brief Professional Development Improve Early Childhood Educators’ Responsivity and Interaction Quality in Child Care Centers? A Cluster Randomized Controlled Trial.
Early Education and Development, 35(5), 1014-1031.
Downer, J. T., Doyle, N. B., Pianta, R. C., Burchinal, M., Field, S., Hamre, B. K., LoCasale-Crouch, J., Howes, C. H., LaParo, K. et Scott-Little, C.
(2024). Coaching and Coursework Focused on Teacher-Child Interactions During Language/Literacy Instruction: Effects on Teacher Outcomes and Children’s Classroom Engagement.
Early Education and Development, 35(5), 1032-1062.
Honrubia Montesinos, C., Gil Madrona, P., Losada Puente, L., Brian, A. et Saraiva, L.
(2024). The Relationship Between Early Childhood Teachers’ Professional Development in Physical Education and Children’s Fundamental Movement Skills.
Early Education and Development, 35(5), 950-963.
Weiszhaupt, K., Bastedo, K. et Macy, M.
(2024). Play-based assessment through a simulation-based widget: Reflection to practice.
Journal of Early Childhood Teacher Education, 45(2), 177-191.
Schachter, R. E., Goldberg, M. J., Lu, J. et Knoche, L.
(2024). Mapping the Literature to Identify Early Childhood Coaches’ Backgrounds and Training.
Early Education and Development, 35(5), 964-983.
Yang, Y., Rao, N. et Sun, J.
(2024). From Pre-Service Preparation to Professional Development: Early Childhood Teachers’ Learning Experiences, ECE Quality, and Child Development in China.
Early Education and Development, 35(5), 1080-1102.
Bélanger, É., Chaillez, P.-D. et Annie Charron
(2024). Harmoniser les pratiques d’accompagnement des personnes superviseures de stage à l’éducation préscolaire.
Apprendre et enseigner aujourd’hui, 13(2), 85-89.
Green, A. L., Olsen, A. A. et Nandakumar, V.
(2024). Increasing Teacher Opportunities to Respond in a Head Start Program Using a Bug-In-Ear Coaching Model.
Early Childhood Education Journal, 52(6), 1107-1119.
Horner, S. et Kammermeyer, G.
(2024). Differential long-term effects of a language-based professional development program on instructional support quality.
Journal of Early Childhood Teacher Education, 45(3), 271-289.
Elisabeth Jacob et Tremblay, M.-M., Pellerin, G., Paul, V., Couture, C., Gauthier, D., Gauthier, R. et Bacon, L.
(2024). Reconnaissance des acquis d’expérience pour les étudiants inuit et des Premières Nations inscrits dans un programme de formation en enseignement.
Revue Hybride de l’éducation, 8(3), 1-16.
Lemire, C., Chiasson-Roussel, M., Paul, M., Myre-Bisaillon, J. et Martinez-Manningham, E.
(2024). Environnement physique en littératie en milieu de garde enrichi par le personnel éducateur à la suite d’un développement professionnel.
Revue canadienne de l’éducation, 47(2), 272-301.
Lundberg, A., Lindh, C. et Collberg, P.
(2024). Are newly qualified preschool teachers ready for today’s mandate? Principals’ views in Sweden.
Journal of Early Childhood Teacher Education, 45(3), 352-370.
Marttila, J., Fukkink, R. et Silvén, M.
(2024). Enhancing early childhood education student teachers’ mentalization, interaction, and relationships: an online intervention.
European Early Childhood Education Research Journal, 32(4), 545-561.
Pölzl-Stefanec, E., Barta, M. et Walter-Laager, C.
(2024). Assurance and Development of Interaction Quality: The Impact of Blended-Learning Professional Development Training Programme.
Early Childhood Education Journal, 52(6), 969-978.
Visković, I. et Višnjić Jevtić, A.
(2024). Development of professional teacher competences for cooperation with parents.
Early Child Development and Care, 187(10), 1569-1582.
Vujičić, L. et Čamber Tambolaš, A.
(2024). Professional development of preschool teachers and changing the culture of the institution of early education.
Early Child Development and Care, 187(10), 1583-1595.
Yang, H., Park, S. et Chau, L.
(2024). Investigating the association between professional development and educators’ beliefs in U.S. center- and home-based early childhood education.
Early Childhood Research Quarterly, 69(4^e quartier), 101-110.
Bardelli, E., Ronfeldt, M. et Papay, J. P.
(2023). Teacher preparation programs and graduates’ growth in instruction effectiveness.
American Educational Research Journal, 60(1).
Biémar, S. et Fischer, L.
(2023). Former les (futur·e·s) enseignant·e·s aux aspects relationnels et émotionnels du métier.
Éducation et socialisation, 67, en ligne.
Broderick, J.T., Sareh, N. et Aggrey, P.M.-B.
(2023). Teaching Preschool Teachers to Converse Productively with Children: A Single Case Design.
Early Childhood Education Journal, 51(1), 165-178.
Carmel, R., Rozenberg, K., Hammer, D., Pasternak, I., Yaish, D. B. et Hachmon, M.
(2023). Exploring Predictors for New Kindergarten Teachers’ (NKTs’) Integration in the Workplace.
Early Childhood Education Journal, 51(1), 31-42.
Coelho, V., Araújo, S. B., Sanches-Ferreira, M. et Vancraeyveldt, C.
(2023). PLAYING-2-GETHER: can brief in-service training influence preschool teachers’ awareness of play-based strategies for improving relationships?
International Journal of Early Years Education, 31(2), 385-400.
Donegan-Ritter, M., Zan, B. et Pattee, A.
(2023). Reflections on Project Work in Early Childhood Teacher Education.
Early Childhood Education Journal, 51(3), 407-418.
Eckhoff, A.
(2023). Engineering to understand: reflections on a learning and teaching partnership for preservice early grades teachers and preschoolers.
Journal of Early Childhood Teacher Education, 44(1), 118-142.
Eshelman, V. T., Lieberman-Betz, R. G., Vail, C. O. et Brown, J. A.
(2023). An examination of patterns of caregiver responsiveness and toddler communication in early childhood classrooms.
Journal of Early Childhood Teacher Education, 44(1), 80-94.
Gaspar, M. F., Patras, J., Hutchings, J., Homem, T., Azevedo, A. F., Pimentel, M., Baptista, E., Major, S., Vale, V. et Seabra-Santos, M.
(2023). Effects of a Teacher Classroom Management program on preschool teachers’ practices and psychological factors: A randomized trial with teachers of children from economically disadvantaged families.
Early Education and Development, 34(3), 626-647.
Gilken, J., Longley, J. et Crosby, J.
(2023). Finding Space for Infants and Toddlers in Early Childhood Teacher Preparation Programs.
Early Childhood Education Journal, 51, 333–344.
Hanno, E. C.
(2023). Nudging Early Educators’ Knowledge, Beliefs, and Practices: An Embedded Randomized Controlled Trial of Text Message Supports.
Early Education and Development, 34(2), 530-550.
Helmerhorst, K. O. W., Dutta, M., Khanom, F., Zaman, S. S. et Gevers Deynoot-Schaub, M. J. J. M.
(2023). Quality of Caregiver–child Interactions in Early Child Care Centers in Bangladesh: Measurement and Training.
Early Education and Development, 34(1), 208-227.
Hentschel, E., Tran, H. T. T., Nguyen, V. H., Tran, T. et Yousafzai, A. K.
(2023). The effects of a childcare training program on childcare quality and child development: Evidence from a quasi-experimental study in Vietnam.
Children and Youth Services Review, 147, article 106844.
Kye, H.
(2023). Framework to field: preparing preservice teachers to engage diverse families through science.
Journal of Early Childhood Teacher Education, 44(1), 66-79.
Lucero, L., Wang, W., Fahrenbruck, M., Bagwell, L. et Araujo, B.
(2023). Back-to-Back Teaching: A Practice-Based Approach for Preparing Early Childhood Teacher Candidates.
Journal of Research in Childhood Education, 37(1), 20-38.
McKinlay, S., Irvine, S., Browlee, J. L., Whiteford, C. et Farrell, A.
(2023). Who is studying what in Early Childhood Education and Care? Composite narratives of Australian educators engaging in further study.
Australasian Journal of Early Childhood, 48(1), 66-80.
Nolan, A., Paatsch, L., Aras, S. et Tiryaki, A. Y.
(2023). Supporting practice change in early years classrooms: Australia and Turkey as case studies.
International Journal of Early Years Education, 31(1), 31-45.
Probine, S.
(2023). Becoming an artist/teacher: supporting pre-service teachers to develop their confidence and pedagogical knowledge to effectively and actively teach the arts in early childhood.
Journal of Early Childhood Teacher Education, 44(1), 1-21.
Rucker, L., Zajicek, A. et Kerr, B.
(2023). Variation in State Early Childhood Lead Educator Qualifications: Pre-service Versus In-service Qualification, Professional Organization, and Geographical Proximity.
Early Childhood Education Journal, 51(1), 67-77.
Santelices, M., Sieverson, C., Gómez, D., Gómez, E., Maureira, M., Pallamares, A., Gabriel, N., Vera, L., Lizana, M. et Reyes, K.
(2023). Effects of a Video Feedback Intervention on Sensitivity in Early Childhood Teachers in Chile.
Early Childhood Education Journal, 51(3), 569-581.
Taylor, E., Clesi, C., Houser, J., O’Kelley, S., Koehler, J. et Brisendin, A.
(2023). Using “Learn the Signs. Act Early” to Influence the Caregiver and Educator Relationship and Increase Collaboration of Developmental Monitoring in Early Head Start Settings.
Early Childhood Education Journal, 51(3), 223-234.
Kotas, J., Bridi, J. et Garrity, S. M.
(2023). Enhancing preschool-kindergarten educator implementation of interactive reading instruction through vertical teaming: Exploring collaborative enquiry.
Journal of Early Childhood Literacy, 23(2), 262-287.
Hu, B. Y., Su, Y., Liu, X., He, M. et LoCasale-Crouch, J.
(2023). Examining Coaching Skill Development During Preservice Teachers’ (PSTs) Internships.
Early Childhood Education Journal, 51(5), 939-953.
La Croix, L., Kidd, J. K., Walter, H., Stone, D., Ferguson, D., Fisher-Maltese, C., Steen, B. et Vesely, C.
(2023). A dynamic process model for continued integration between ECE and EI/ECSE teacher preparation programs.
Journal of Early Childhood Teacher Education, 44(2), 216-233.
Markowitz, A. J. et Seyarto, M.
(2023). Linking professional development to classroom quality: Differences by ECE sector.
Early Childhood Research Quarterly, 64(3rd quarter), 266-277.
Mickelson, A. M., Stayton, V. D., Chandler, L. K., Green, K. B., Danner, N., Vail, C. O., Swett, J., Jones, H. et Robbins, S. H.
(2023). The tradition of early childhood personnel preparation standards alignment analysis.
Journal of Early Childhood Teacher Education, 44(2), 199-215.
Mickelson, A. M., Stayton, V. D. et Correa, V. I.
(2023). The evolving identity of blended early childhood preparation: a retrospective history.
Journal of Early Childhood Teacher Education, 44(2), 234-259.
Park, K. K., Lickvar-Armstrong, C. et Horn, E. M.
(2023). Integration of ECE and EI/ECSE personnel preparation standards: going beyond alignment.
Journal of Early Childhood Teacher Education, 44(2), 184-198.
Boonstra, K. E., Miesner, H. R., Graue, E. et Grodsky, E.
(2023). Participation and learning in prek teacher workgroups: a communities of practice analysis of mathematics-focused professional development.
Journal of Early Childhood Teacher Education, 44(3), 510-530.
Callaway-Cole, L. et Drescher, T.
(2023). Reflections on the use of mixed reality to prepare early childhood educators to support diverse family needs.
Journal of Early Childhood Teacher Education,44(4), 628-641.
Cody, N., Monney, N. et Thériault, P.
(2023). Les stages au baccalauréat d’éducation préscolaire et d’enseignement primaire- Évolution du modèle d’accompagnement et d’évaluation.
Revue Hybride de l’Éducation, 7(2), 121-137.
Decker, K. B., Cook, G. A., Brophy-Herb, H. et Torquati, J.
(2023). Students’ experiences of reflective practices as pedagogy in early childhood higher education.
Journal of Early Childhood Teacher Education, 44(3), 261-287.
Dewhirst, C. B.
(2023). Exploring the cognitive apprenticeship approach in teacher education: a case study of an early childhood practicum experience.
Early Child Development and Care, 193(8), 965-978.
Englehardt, J. et Brown, C. P.
(2023). How teachers and center leaders made sense of inquiry-based professional learning: a multiple case study.
Journal of Early Childhood Teacher Education, 44(4), 660-683.
Han, M., Buell, M., Liu, D. et Pic, A.
(2023). Can an intensive professional development on play change child care providers’ perspectives and practice on play?
International Journal of Play, 12(2), 175-192.
Hoffman, E. B. et Mangino, A. A.
(2023). The digital literacies of early childhood educators: perceptions of collaborative online learning.
Journal of Early Childhood Teacher Education, 44(3), 386-407.
Hu, B. Y., Guan, L., LoCasale-Crouch, J., Song, Z., Dou, L., Li, S., Chen, S., Huang, P., Wu, Q., Meng, P., Wang, X., Zhang, X. et Zhang, X.
(2023). Effects of using video-based coaching to promote preservice teachers’ interactional skills in Chinese preschool classrooms.
Early Childhood Research Quarterly, 65(4), 284-294.
LoCasale-Crouch, J., Romo-Escudero, F., Clayback, K., Whittaker, J.,Hamre, B. et Melo, C.
(2023). Results from a randomized trial of the effective classroom interactions for toddler educators professional development intervention.
Early Childhood Research Quarterly, 65(4), 217-226.
Salonen, N. et Havu-Nuutinen, S.
(2023). Emerging professional identities: motivations for choosing early education as a minor subject in Finland.
Journal of Early Childhood Teacher Education, 44(4), 684-702.
Siskind, D. G., LaParo, K. M., Crosby, D. A., Hestenes, L. et Smith, J. M.
(2023). Who’s teaching the teachers? An exploration of early childhood teacher preparation program faculty’s cultural competence, work burnout, and teaching efficacy.
Journal of Early Childhood Teacher Education, 44(3), 425-444.
Staniece, E., Hegde, A. V., Graham, L. et Stage, V. C.
(2023). Mentor and evaluator perspectives on North Carolina’s early educator support program: a qualitative study.
Journal of Early Childhood Teacher Education, 44(3), 531-552.
Thulin, S., Jonsson, A., Fridberg, M. et Redfors, A.
(2023). Communication on physics teaching in preschool.
International Journal of Early Years Education, 31(3), 822-837.
Bédard, L. et Annie Charron
(2023). L’observation entre pairs comme dispositif de développement professionnel d’enseignantes à l’éducation préscolaire.
Revue canadienne des jeunes chercheur(e)s en éducation, 14(2), 11-22.
Boily, M., Goulet, N., Lachance, S., Hamidi, N. et Allaire, M. C.
(2023). Des apprentissages professionnels menant à l’offre d’un service de garde éducatif inclusif (0-5 ans).
Revue internationale de communication et socialisation, 10(2), 200-226.
Alexandra Paquette
(2023). Accompagner le personnel éducateur dans leur processus de documentation pédagogique en service de garde éducatif s’inspirant de l’expérience éducative de Reggio Emilia : une exploration phénoménologique post-intentionnelle
[Mémoire, Université du Québec à Montréal]. Archipel.
Ai, J., Horn, E. M. et Bigelow, K. M.
(2022). Examining Implementation and Sustainability of Positive Behavior Support in Child Care Centers.
Child & Youth Care Forum, 51(2), 267-290.
Artman-Meeker, K., Fettig, A., Cunningham, J. E., Chang, H.-C., Choi, G. et Harbin, S.
(2022). Iterative Design and Pilot Implementation of a Tiered Coaching Model to Support Socio-Emotional Teaching Practices.
Topics in Early Childhood Special Education, 42(2), 124‑136.
Bayly, B. L., Dizon, E., Shrestha, G., Smith, C. L., Tekle, S. et Rhoades Cooper, B.
(2022). Leveraging self-determination theory to understand which preschool teachers benefit most from a professional development intervention.
Journal of Early Childhood Teacher Education, 43(2), 194-212.
Beaudry, H., Boudreau, M., Mélançon, J., Charlaine St-Jean Annie Charron Elisabeth Jacob, Marinova, K., Pelletier, M.-A., Point, M., Hébert, M.-H. et Joanne Lehrer
(2022). L’éducation préscolaire 4 ans temps plein au Québec : Réflexions quant aux besoins et aux enjeux de formation continue des enseignantes.
Revue canadienne des jeunes chercheures et chercheurs en éducation, 13(1), 80‑90.
Bruijns, B. A., Adamo, K. B., Burke, S. M., Carson, V., Irwin, J. D., Naylor, P.-J., Timmons, B. W., Vanderloo, L. M. et Tucker, P.
(2022). Early childhood education candidates’ perspectives of their importance and responsibility for promoting physical activity and minimizing screen-viewing opportunities in childcare.
Journal of Early Childhood Teacher Education, 43(1), 87-104.
Cramer, T., Porto de Moraes, J. C., McKenna, A., Hagerman, K. K. et Allen, L.R.
(2022). Knowledge dissemination among early childhood staff members: a promising pathway for professional learning.
Journal of Early Childhood Teacher Education, 43(4), 554-567.
Crawford, A., Varghese, C., Oh, Y., Guttentag, C., Zucker, T., Landry, S. et Cummins, R.-A.
(2022). An Initial Investigation of the CIRCLE Infant-Toddler Teacher Training for Toddler Teachers.
Early Education and Development, 33(8), 1395-1419.
D’Agostino, S. R. et Douglas, S. N.
(2022). Preparation experiences of pre-service inclusive preschool teachers: a qualitative metasynthesis.
Journal of Early Childhood Teacher Education, 43(2), 307-326.
Djonko-Moore, C. M.
(2022). Diversity education and early childhood teachers’ motivation to remain in teaching: an exploration.
Journal of Early Childhood Teacher Education, 43(1), 35-53.
Elek, C., Gray, S., West, S. et Goldfeld, S.
(2022). Effects of a professional development program on emergent literacy-promoting practices and environments in early childhood education and care.
Early Years, 42(1), 88-103.
Garner, P. W. et McCarron, G. P.
(2022). Developing leadership in early childhood education and care through the integration of theory, policy engagement, and advocacy.
Journal of Early Childhood Teacher Education, 43(1), 17-34.
Gragg, S. et Collet, V. S.
(2022). Joy in Collaboration: Developing Early Childhood Teacher Professionalism through Lesson Study.
Journal of Research in Childhood Education, 36(2), 296-309.
Grave, B.
(2022). Devenir « personne-ressource » : gestes professionnels emblématiques d’une posture d’ajustement d’enseignants spécialisés.
Éducation et socialisation, 66, en ligne.
Hu, B. Y., Guan, L., LoCasale-Crouch, J., Yuan, Y. et Guo, M.
(2022). Effects of the MMCI course and coaching on pre-service ECE teachers’ beliefs, knowledge, and skill.
Early Childhood Research Quarterly, 61, 58-69.
Hunkin, E. et Carmel, J.
(2022). Toward a higher education playfulness pedagogy (HEPP) for pre-service early childhood Work Integrated Learning courses.
Journal of Early Childhood Teacher Education, 43(3), 414-425.
Kumar, A.R.
(2022). Facilitating engagement with practice: using a practice-based course model for pre-service early childhood teachers.
Journal of Early Childhood Teacher Education, 43(3), 327-346.
Lash, M., Madrid Akpovo, S. et Cushner, K.
(2022). Developing the intercultural competence of early childhood preservice teachers: preparing teachers for culturally diverse classrooms.
Journal of Early Childhood Teacher Education, 43(1), 105-126.
Lee, Y., Douglass, A., Zeng, S., Wiehe Lopes, A. et Reyes, A.
(2022). Preparing early educators as frontline leaders and change agents with a leadership development initiative.
International Journal of Child Care and Education Policy, 16(1), article 2.
McLeod, R. H., Hardy, J. K. et Sands, M. M.
(2022). Preparation of Early Childhood Special Education Personnel : Alignment with Personnel Preparation Guidance.
Early Childhood Education Journal, 50(6), 1011‑1020.
Muller, M.
(2022). Pre-service teachers engage young children in equity work.
Journal of Early Childhood Teacher Education, 43(3), 347-362.
Peleman, B., Van Der Wildt, A. et Vandenbroeck, M.
(2022). Home language use with children, dialogue with multilingual parents and professional development in ECEC.
Early Childhood Research Quarterly, 61, 70-80.
Pestana, G.
(2022). Preparing preservice early childhood educators to use music in Australian settings: An audit of programmes.
Australasian Journal of Early Childhood, 47(1), 74-86.
Pfeiffer, D., Feuerstein, J., Herman, D. et Landa, R.
(2022). Early Childhood Providers’ Perceptions of Effective Professional Development Components: A Qualitative Study.
Infants & Young Children, 35(3), 248-263.
Pihanperä, M., Lepistö, J. et Ruokonen, I.
(2022). An Integrative Literature Review of University-Based Early Childhood Education and Care Centres within Early Childhood Teacher Education Settings.
Education Sciences, 12(2), article 141.
Ratner, H. H., McGoron, L., Knoff, K. A. G., Weathington, B. et Miller, A.
(2022). Promoting sense of community in an early childhood care and education consortium.
Journal of Early Childhood Teacher Education, 43(1), 148-166.
Roybal-Lewis, A.
(2022). Moving Towards Proficiency : A Grounded Theory Study of Early Childhood Teacher Candidates and Professional Development Schools.
Early Childhood Education Journal, 50(6), 913‑924.
Shaik, N.
(2022). Supporting student teachers for a participatory pedagogy through Shier’s model of participation in Grade R (Reception Year) South Africa.
Journal of Early Childhood Teacher Education, 43(2), 251-264.
Song, Z., Qiao, T., Huang, J., Yan, J., Zhang, X. et Wang, Y.
(2022). The Relationship between Pre-service Kindergarten Teachers' Professional Identification and Career Adaptability: A Chain Mediation Model.
Frontiers in psychology, 13, article 1045947.
Szente, J.
(2022). Resources for preparing early childhood teachers to assist children in disasters: reflections on current events.
Journal of Early Childhood Teacher Education, 43(3), 406-413.
van der Pluijm, M., van Gelderen, A., Lusse, M. et Kessels, J.
(2022). How Can Teachers Build Partnerships with Lower-educated Parents in Support of Young Children’s Oral Language Development? Evaluation of an Adaptive Program.
Early Education and Development, 33(4), 675-699.
Wadel, C.C. et Knaben, Å.D.
(2022). Untapped Potential for Professional Learning and Development: Kindergarten as a Learning Organization.
International Journal of Early Childhood, 54(2), 261-276.
Yamauchi, L. A., Soga, C. L. et Char, S. M.
(2022). Professional development to improve interactions with culturally and linguistically diverse children: Reflections on practice.
Journal of Early Childhood Teacher Education, 43(3), 426-449.
Sullanmaa, J., Pietarinen, J., Lipponen, L., Soini, T. et Pyhältö, K.
(2022). The interrelationship between pre-primary and early primary school teachers’ learning in the professional community and burnout: a person-centered approach.
European Early Childhood Education Research Journal, 30(6), 930-948.
Bartholdsson, Å.
(2021). “When there is a book to stick to” : Teacher professionalism and manual-based programmes in two Swedish early childhood education settings.
Education Inquiry, 12(1), 17‑34.
Cutrer-Párraga, E. A., Heath, M. A. et Caldarella, P.
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