Vol.24
An Assessment of Teachers’ Reactions to Public Kindergarten Teacher Evaluation System of Performance-Based Bonus Pay in South Korea
Eun Young Yoo , Bong-woon Ha
24(1) 1-23, 2018
The Application of Early Childhood Professional Teaching Standards in the U.S.: A Comparative Study of a Preschool and an Elementary School Teacher
Haesung Im , Kyong-ah Kwon , Elaine Surbeck
24(1) 25-47, 2018
Capturing the Complexity of Preschool Teachers’ Work: A Discussion of Temporal Dimensions
Koeun Kim
24(1) 49-66, 2018
Creating a Culturally Responsive K-3 Science Curriculum: Teachers as Cultural Brokers
Nanette S. Schonleber , Ivy K. Kelling
24(1) 67-92, 2018
Text Comprehension in Early Childhood: Focusing on Parents’ Roles in Improving Young Children’s Text Comprehension
Soojung Kim
24(1) 93-112, 2018
Moderating Effect of Mothers’ Parenting Styles on Pre-schoolers’ Effortful Control and Teacher-Child Relationships
Mira Chung , Minjeong Kim , Mina Lee
24(1) 113-130, 2018
The Effects of Team-Based Learning in a Children’s Literature Course on Pre-Service Early Childhood Teacher’s Self-Directed Learning and Teaching Efficacy
Myn-gyun Kwon
24(1) 131-143, 2018
A Structural Relationship Between Children’s Personality and Its Variables
Soohyang Kim
24(1) 145-163, 2018