|Beliefs and Practices in Early Care and Education: The Relationships among Teachers' and Administrators' Beliefs and Characteristics, Classroom Practices, and Global Quality
||Teachers' beliefs have been an important construct in understanding teachers' practices and classroom quality in early care and education. Despite some theoretical and empirical evidence for the relationship between teachers' beliefs and practices, r...
|Teacher Practices in Preschool Classrooms: Promoting Engaged Learners
||Early childhood educators often describe classroom quality in terms that indicate we can "recognize it when we see it", but we have struggled to provide measures that capture some of the more subjective components of quality. A multi-level qualitativ...
|"Everybody's different and the same": an inquiry into early childhood teachers' beliefs, knowledge, and practices in relation to children from culturally diverse backgrounds
||In investigations of early childhood teacher preparation, there is little information provided regarding teachers' preparation to work with culturally diverse populations (Early & Winton, 2001). The purpose of this mixed-method inquiry was to examine...
|Early literacy and language development in children with disabilities
||Early literacy and language development are crucial to future learning and development and, for children with disabilities, these skills can be fostered through various elements in early care and education settings. Using data from the South Carolina...
|Early learning and development standards: an examination of teachers’ knowledge, practices, and professional development support
||Early Learning and Development Standards (ELDS) articulate what young children should know and be able to do prior kindergarten. In 2013, early childhood experts in North Carolina revised the state’s ELDS and released The North Carolina Foundations f...