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ERIC Number: EJ951216
Record Type: Journal
Publication Date: 2011
Pages: 6
Abstractor: As Provided
Reference Count: 14
ISSN: ISSN-1524-0754
Measuring Teachers' Knowledge about Early Language and Literacy: Practical Implications and Considerations
Hindman, Annemarie H.; Wasik, Barbara A.
NHSA Dialog, v14 n4 p351-356 2011
This study examined 1 tool for evaluating Head Start teachers' knowledge about early language and literacy. Results indicated that teachers varied in their knowledge. Teachers with more knowledge had more education, as did teachers who received language and literacy professional development. Teachers with greater knowledge also demonstrated higher quality practices. Findings imply that teacher knowledge could be an important pathway through which education and training affect teacher practice.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A