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An Exploration of Teachers’ Early Childhood Guidance Beliefs and Practice within Early Learning Classrooms
(2015)
Child guidance approaches, models, and strategies impact the quality of the classroom environment through teacher-child interactions, positive and negative climates, and the development of self-regulation and autonomy. ...
The Relationship Between In-Service Teachers’ Culturally Responsive Teaching Self-efficacy and Outcome Expectancy Beliefs, Instructional Practices (CLASS), and Student Outcomes in the Urban School Setting
(2015-06-19)
Culturally responsive teaching self-efficacy and outcome expectancy beliefs have emerged as constructs to investigate pre-service teacher preparedness for teaching children who represent culturally, ethnically, economically, ...