Instructional change in preschool classrooms: A study of empirically-based teacher support
An examination of the effects of participation in the Instructional and Caring Contact (ICC) professional development and individualized feedback on teachers? use of classroom instructional and managerial strategies, based on a sample of 12 teachers who received the intervention and 13 teachers in a control group setting from 5 Head Start agencies in a large Midwestern city
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Improving instruction in Head Start preschool classrooms through feedback and support to teachers