Crossref Citations
This Book has been
cited by the following publications. This list is generated based on data provided by Crossref.
Naidoo, Kara
and
Kirch, Susan A.
2016.
Candidates Use a New Teacher Development Process, Transformative Reflection, to Identify and Address Teaching and Learning Problems in Their Work With Children.
Journal of Teacher Education,
Vol. 67,
Issue. 5,
p.
379.
Poehner, Matthew E.
Davin, Kristin J.
and
Lantolf, James P.
2016.
Language Testing and Assessment.
p.
1.
Kirch, Susan A.
and
Ma, Jasmine Y.
2016.
The relationship between passibility, agency and social interaction and its relevance for research and pedagogy.
Cultural Studies of Science Education,
Vol. 11,
Issue. 4,
p.
1103.
Golombek, Paula R.
and
Johnson, Karen E.
2017.
Re-conceptualizing Teachers’ Narrative Inquiry as Professional Development.
PROFILE Issues in Teachers' Professional Development,
Vol. 19,
Issue. 2,
p.
15.
Poehner, Matthew E.
Davin, Kristin J.
and
Lantolf, James P.
2017.
Language Testing and Assessment.
p.
243.
Borgestig, Maria
Rytterström, Patrik
and
Hemmingsson, Helena
2017.
Gaze-based assistive technology used in daily life by children with severe physical impairments – parents’ experiences.
Developmental Neurorehabilitation,
Vol. 20,
Issue. 5,
p.
301.
Kelley, Laura
2018.
Solution Stories: A Narrative Study of How Teachers Support Children’s Problem Solving.
Early Childhood Education Journal,
Vol. 46,
Issue. 3,
p.
313.
Poehner, Matthew E.
2018.
The Handbook of Advanced Proficiency in Second Language Acquisition.
p.
114.
Lantolf, James P.
and
Tsai, Mei-Hsing
2018.
Usage-inspired L2 Instruction.
Vol. 49,
Issue. ,
p.
29.
Frechette, Casey
2020.
Handbook of Research in Educational Communications and Technology.
p.
363.
Robertson, Natalie
Morrissey, Anne-Marie
and
Moore, Deborah
2020.
From boats to bushes: environmental elements supportive of children’s sociodramatic play outdoors.
Children's Geographies,
Vol. 18,
Issue. 2,
p.
234.
Robertson, Natalie
Yim, Bonnie
and
Paatsch, Louise
2020.
Connections between children’s involvement in dramatic play and the quality of early childhood environments.
Early Child Development and Care,
Vol. 190,
Issue. 3,
p.
376.
Tzuriel, David
2021.
Mediated Learning and Cognitive Modifiability.
p.
53.
Kartal, Galip
and
Demir, Yusuf
2021.
Observational narrative knowledging in early professional development of student teachers of English.
Instructional Science,
Vol. 49,
Issue. 1,
p.
109.
De Martin Silva, Luciana
and
Francis, John W.
2021.
“It Is Like a Little Journey”: Deaf International Futsal Players’ and Coaches’ Experiences in Collaborative Blended Learning.
International Sport Coaching Journal,
Vol. 8,
Issue. 2,
p.
183.
Eun, Barohny
and
E. Knotek, Steven
2022.
Moving from association to mediation: A sociocultural approach to assessment.
Research in Education,
Vol. 112,
Issue. 1,
p.
3.
Morrissey, Anne-Marie
Wishart, Llewellyn
Robertson, Natalie
Moore, Deb
and
Kinnear, Virginia
2022.
Assessment and Data Systems in Early Childhood Settings.
Vol. 5,
Issue. ,
p.
125.
Lagerwaard, Hendrik Dirk
2022.
Innovative Practices in Early English Language Education.
p.
37.
Pritchard, Rhys
and
Morgan, Kevin
2022.
Developing coach education to enhance rugby coaches’ understanding and application of game centred approaches—The importance of questioning.
International Journal of Sports Science & Coaching,
Vol. 17,
Issue. 5,
p.
943.
Nell, Nadia
de Villiers, Frelét
and
Griessel, David J.
2022.
Reflections on Teaching Piano to Young Children Diagnosed with Autism Spectrum Disorders.
Muziki,
Vol. 19,
Issue. 2,
p.
41.
