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The Influence of Educational Beliefs in a Developmentally Appropriate Practice to Mathematics Pedagogical Content Knowledge of Early Childhood Teachers: Focusing on the Mediating Effects of Curriculum Implementation
Sunyoung Yang, Jihyun Kim
Korean J Child Stud. 2018;39(2):1-13.   Published online 2018 April 30    DOI: https://doi.org/10.5723/kjcs.2018.39.2.1

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The Influence of Educational Beliefs in a Developmentally Appropriate Practice to Mathematics Pedagogical Content Knowledge of Early Childhood Teachers: Focusing on the Mediating Effects of Curriculum Implementation
Korean Journal of Child Studies. 2018;39(2):1-13   Crossref logo
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Student teachers' beliefs about developmentally appropriate practice: Pattern, stability, and the influence of locus of control
Early Childhood Research Quarterly. 1997;12(2):221-243   Crossref logo
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The effects of specialized education and job experience on early childhood teachers' knowledge of developmentally appropriate practice
Early Childhood Research Quarterly. 1990;5(1):69-78   Crossref logo
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Preschool Teachers’ Pedagogical Content Knowledge in Mathematics
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Time, work, and developmentally appropriate practice
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Implementation of Pedagogical Content Knowledge (PCK) of Mathematics Teachers in Teaching Practice: A Case Study
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Developmentally appropriate public school preschool: A study of implementation of the high/scope curriculum and its effects on disadvantaged children's skills at first grade
Early Childhood Research Quarterly. 1992;7(4):483-499   Crossref logo
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An Alternate Approach to Studying Beliefs about Developmentally Appropriate Practices
Contemporary Issues in Early Childhood. 2001;2(3):337-353   Crossref logo
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When early childhood teachers close the door: Self-reported fidelity to a mandated curriculum and teacher beliefs
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Stimulating pre-service teachers’ content and pedagogical content knowledge on rational numbers
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