Professional Development for Preschool Teachers: Evidence for Practice

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dc.contributor.authorVarol, Filiz
dc.contributor.authorFarran, Dale C.
dc.contributor.authorBilbrey, Carol
dc.contributor.authorVorhaus, Elizabeth A.
dc.contributor.authorHofer, Kerry Guess
dc.date.accessioned2026-08-12T16:14:03Z
dc.date.issued2012
dc.departmentFırat Üniversitesi
dc.description.abstractThis article summarizes the findings and implications of a study examining effects of a professional development program for preschool teachers with emphasis on mathematics. © 2012 Taylor and Francis Group, LLC.
dc.identifier.doi10.1080/15240754.2011.638742
dc.identifier.endpage126
dc.identifier.issn1930-9325
dc.identifier.issue1
dc.identifier.scopus2-s2.0-84857263778
dc.identifier.scopusqualityN/A
dc.identifier.startpage122
dc.identifier.urihttps://doi.org/10.1080/15240754.2011.638742
dc.identifier.urihttps://hdl.handle.net/11508/43369
dc.identifier.volume15
dc.indekslendigikaynakScopus
dc.language.isoen
dc.relation.ispartofNHSA Dialog
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_Scopus_20260511
dc.subjectearly childhood education; mathematics; preschool teachers; professional development
dc.titleProfessional Development for Preschool Teachers: Evidence for Practice
dc.typeArticle

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