Bridging Belief and Practice
Guidance Strategies through the Voices of Early Childhood Educators
Bibliographic Data
| ID | 22420764 |
|---|---|
| Authors | Saundra L Stiles (0009-0009-0579-2282, East Tennessee State University, corresponding author), Jane T Broderick (0000-0002-3235-7915, East Tennessee State University), Julia Teresa Atiles (0000-0001-6893-1942, East Tennessee State University), Ada M Hatcher (0009-0008-8575-6048, East Tennessee State University) |
| Year | 2026 |
| Publication date | 2026-07-09 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Early Childhood Education Journal (JOURNAL) |
| Journal identifiers | ISSN: 1082-3301 • E-ISSN: 1573-1707 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s10643-026-02307-4 |
| OpenAlex | W7167806657 |
| Language | EN |
| References cited | 22 |
Early childhood · Early childhood education · Preschool education · Sociology of Education · Child and Animal Learning Development · Early Childhood Education and Development · Teacher Education and Leadership Studies
Examining the Effects of Schoolwide Positive Behavioral Interventions and Supports on Student Outcomes
The Mediational Role of Neurocognition in the Behavioral Outcomes of a Social-Emotional Prevention Program in Elementary School Students
Integrating Quantitative and Qualitative Results in Health Science Mixed Methods Research Through Joint Displays
Strengthening Social and Emotional Competence in Young Children—The Foundation for Early School Readiness and Success
Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade
Paradigms extended
A literature review of open-ended concept maps as a research instrument to study knowledge and learning
Reframing trauma-informed practices
Sociomoral atmosphere in direct-instruction, eclectic, and constructivist kindergartens
Teacher efficacy
Iterative Thematic Inquiry
| Citation velocity | historical |
|---|---|
| Highly cited | No |