Implementation of evidence-based practices for early childhood social learning: a viewpoint on the role of teacher attitudes.
Purpose: Despite their documented benefits, evidence-based practices (EBPs) for early childhood social learning are not systematically implemented. Teachers are key players in the implementation process of intervention programs and instructional practices. This is a viewpoint about teachers' attitud...
| Publicado en: | Journal of Children's Services Vol. 15; no. 2; pp. 61 - 75 |
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| Autor principal: | |
| Formato: | review tables/charts Journal Article |
| Publicado: |
Emerald Publishing Limited
2020
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| Acceso en línea: | Ver este registro en EBSCOhost |