Patterns of teacher-child conversations in head start classrooms: Implications for an empirically grounded approach to professional development

Early Education and Development

Volumn 19, Issue 3, 2008, Pages 396-429

  Dickinson, David K ^a   Darrow, Catherine L ^a,c   Tinubu, Titilayo A ^b  

^a VANDERBILT UNIVERSITY   (United States)

^b Columbia University ^*

^c Peabody #330 ^*  (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 45949111141     PISSN: 10409289     EISSN: None     Source Type: Journal    
DOI: 10.1080/10409280802065403     Document Type: Article

References (61)

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