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Early childhood teachers' curriculum beliefs: Are they consistent with observed classroom practices?

A study of the relationship between early childhood teachers' curriculum beliefs and their actual interactions with children in classrooms, and of the influence of teacher education, professional training and support, work experience, and teacher-child ratio on that relationship, based on a survey of 58 preschool teachers and classroom observations in two counties in a Midwestern state
Resource Type:
Reports & Papers
United States

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