PublisherDOIYearVolumeIssuePageTitleAuthor(s)Link
Korean Journal of Child Studies10.5723/kjcs.2018.39.2.120183921-13The 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 ImplementationSunyoung Yang, Jihyun Kimhttp://childstudies.org/upload/pdf/kjcs-39-2-1.pdf, http://childstudies.org/journal/view.php?doi=10.5723/kjcs.2018.39.2.1, http://childstudies.org/upload/pdf/kjcs-39-2-1.pdf
Early Childhood Research Quarterly10.1016/s0885-2006(97)90015-61997122221-243Student teachers' beliefs about developmentally appropriate practice: Pattern, stability, and the influence of locus of controlKenneth E. Smithhttp://api.elsevier.com/content/article/PII:S0885200697900156?httpAccept=text/xml, http://api.elsevier.com/content/article/PII:S0885200697900156?httpAccept=text/plain
Early Childhood Research Quarterly10.1016/0885-2006(90)90007-n19905169-78The effects of specialized education and job experience on early childhood teachers' knowledge of developmentally appropriate practiceMargaret Hardy Snider, Victoria R. Fuhttp://api.elsevier.com/content/article/PII:088520069090007N?httpAccept=text/xml, http://api.elsevier.com/content/article/PII:088520069090007N?httpAccept=text/plain
International Journal of Early Childhood10.1007/s13158-017-0189-12017492229-243Preschool Teachers’ Pedagogical Content Knowledge in MathematicsJae Eun Leehttp://link.springer.com/article/10.1007/s13158-017-0189-1/fulltext.html, http://link.springer.com/content/pdf/10.1007/s13158-017-0189-1.pdf, http://link.springer.com/content/pdf/10.1007/s13158-017-0189-1.pdf
Early Childhood Research Quarterly10.1016/s0885-2006(96)90013-71996113377-403Time, work, and developmentally appropriate practiceCarol Anne Wienhttp://api.elsevier.com/content/article/PII:S0885200696900137?httpAccept=text/xml, http://api.elsevier.com/content/article/PII:S0885200696900137?httpAccept=text/plain
International Education Studies10.5539/ies.v10n3p11201710311Implementation of Pedagogical Content Knowledge (PCK) of Mathematics Teachers in Teaching Practice: A Case StudyMaryono Maryono, Akbar Sutawidjaja, Subanji Subanji, Santi Irawatihttp://www.ccsenet.org/journal/index.php/ies/article/viewFile/62810/36129, http://www.ccsenet.org/journal/index.php/ies/article/viewFile/62810/36129
Early Childhood Research Quarterly10.1016/0885-2006(92)90034-v199274483-499Developmentally appropriate public school preschool: A study of implementation of the high/scope curriculum and its effects on disadvantaged children's skills at first gradeEllen Frede, W. Steve Barnetthttp://api.elsevier.com/content/article/PII:088520069290034V?httpAccept=text/xml, http://api.elsevier.com/content/article/PII:088520069290034V?httpAccept=text/plain
Contemporary Issues in Early Childhood10.2304/ciec.2001.2.3.6200123337-353An Alternate Approach to Studying Beliefs about Developmentally Appropriate PracticesJames M. Ernesthttp://journals.sagepub.com/doi/pdf/10.2304/ciec.2001.2.3.6, http://journals.sagepub.com/doi/pdf/10.2304/ciec.2001.2.3.6
Early Childhood Research Quarterly10.1016/j.ecresq.2015.07.00120153377-86When early childhood teachers close the door: Self-reported fidelity to a mandated curriculum and teacher beliefsRahime Cobanoglu, Yesim Capa-Aydinhttp://api.elsevier.com/content/article/PII:S0885200615000605?httpAccept=text/xml, http://api.elsevier.com/content/article/PII:S0885200615000605?httpAccept=text/plain
Educational Studies in Mathematics10.1007/s10649-018-9822-72018Stimulating pre-service teachers’ content and pedagogical content knowledge on rational numbersFien Depaepe, Patrick Van Roy, Joke Torbeyns, Thilo Kleickmann, Wim Van Dooren, Lieven Verschaffelhttp://link.springer.com/content/pdf/10.1007/s10649-018-9822-7.pdf, http://link.springer.com/article/10.1007/s10649-018-9822-7/fulltext.html, http://link.springer.com/content/pdf/10.1007/s10649-018-9822-7.pdf