- Reflections on the use of mixed reality to prepare early childhood educators to support diverse family needs
- How policy can help prepare early childhood teachers: the alignment between state childcare licensing policy and teacher qualification attainment
- How teachers and center leaders made sense of inquiry-based professional learning: a multiple case study
- Relational aspects of writer’s workshop in kindergarten: learning from Black boys who used their creativity and strength to speak back to the scripted curriculum
- Mentor and evaluator perspectives on North Carolina’s early educator support program: a qualitative study
- Participation and learning in prek teacher workgroups: a communities of practice analysis of mathematics-focused professional development
- Promoting a culture of inclusion: impact of professional development on teachers’ assistive technology practices to support early literacy
- A qualitative examination of early childhood educators’ participation in professional learning: investigating social constructionist understandings of quality
- Preservice teachers’ struggles in finding culturally sustaining spaces in standardized teaching contexts
- Profiles of early childhood special educator well-being
- Who’s teaching the teachers? An exploration of early childhood teacher preparation program faculty’s cultural competence, work burnout, and teaching efficacy
- Preservice kindergarten teachers’ distance teaching practices during the COVID-19 lockdown period
- The digital literacies of early childhood educators: perceptions of collaborative online learning
- Practicum student perceptions of major constructs of ECE classroom-based field experiences: relationships, fit, learning, efficacy, and satisfaction
- Do states’ add-on endorsement policies provide shortcuts to early childhood education licensure?
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- Acknowledging National Day for Truth and Reconciliation in your childcare classroom
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