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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
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Kindergarten Teachers’ Beliefs Toward Developmentally Appropriate Practice in Jordan
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Content knowledge: Science, technology, engineering and mathematics (STEM)
Early Childhood Curriculum. 2018;156-178   Crossref logo
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Preschool Teachers’ Pedagogical Content Knowledge in Mathematics
International Journal of Early Childhood. 2017;49(2):229-243   Crossref logo
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Exploring Kindergarten Teachers’ Pedagogical Content Knowledge of Mathematics
International Journal of Early Childhood. 2010;42(1):27-41   Crossref logo
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Content knowledge: Languages and literacies
Early Childhood Curriculum. 2018;179-202   Crossref logo
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A Comparison of Early Childhood Preservice Teachers' Beliefs about Music and Developmentally Appropriate Practice between South Korea and the US
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Childcare Workers’ Knowledge About the Brain and Developmentally Appropriate Practice
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