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Article: Using coaching to increase preschool teachers' use of emergent literacy teaching strategies

TitleUsing coaching to increase preschool teachers' use of emergent literacy teaching strategies
Authors
Issue Date2009
Citation
Early Childhood Research Quarterly, 2009, v. 24 n. 3, p. 229-247 How to Cite?
Persistent Identifierhttp://hdl.handle.net/10722/192221
ISSN
2015 Impact Factor: 1.73
2015 SCImago Journal Rankings: 1.530
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorHsieh, W-Yen_US
dc.contributor.authorHemmeter, MLen_US
dc.contributor.authorMcCollum, JAen_US
dc.contributor.authorOstrosky, MMen_US
dc.date.accessioned2013-10-23T09:28:58Z-
dc.date.available2013-10-23T09:28:58Z-
dc.date.issued2009en_US
dc.identifier.citationEarly Childhood Research Quarterly, 2009, v. 24 n. 3, p. 229-247en_US
dc.identifier.issn0885-2006en_US
dc.identifier.urihttp://hdl.handle.net/10722/192221-
dc.languageengen_US
dc.relation.ispartofEarly Childhood Research Quarterlyen_US
dc.titleUsing coaching to increase preschool teachers' use of emergent literacy teaching strategiesen_US
dc.typeArticleen_US
dc.identifier.doi10.1016/j.ecresq.2009.03.007en_US
dc.identifier.scopuseid_2-s2.0-70349769512en_US
dc.identifier.volume24en_US
dc.identifier.issue3en_US
dc.identifier.spage229en_US
dc.identifier.epage247en_US
dc.identifier.isiWOS:000271697600002-

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