Professional development in emergent literacy: A design experiment of Teacher Study Groups

Early Childhood Research Quarterly

Volumn 31, Issue , 2015, Pages 62-77

  Cunningham, Anne E ^a   Etter, Kelly ^a   Platas, Linda ^a   Wheeler, Sarah ^a   Campbell, Kelly ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

Early childhood education; Emergent literacy; Phonological awareness; Preschool; Professional development; Teacher study groups

Indexed keywords

EID: 84955166595     PISSN: 08852006     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.ecresq.2014.12.002     Document Type: Article

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