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ECRP Vol. 11 No. 1
Spring 2009
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Papers
Quality Improvement in Early Childhood Teacher Education: Faculty Perspectives and Recommendations for the Future
Marilou Hyson, Heather Biggar Tomlinson, & Carol A. S. MorrisEarly Childhood Faculty and the Language of Research—Evidence for Improvement: A Response to Hyson et al.
Linda M. EspinosaPut “Academic Content” in Early Childhood Education and Early Childhood Teacher Education: A Response to Hyson et al.
Elaine SurbeckMoving toward a More Robust Research Agenda: A Response to Hyson et al.
Marcy WhitebookQuality Support Infrastructure in Early Childhood: Still (Mostly) Missing
Lenette Azzi-LessingA Qualitative Study of Early Childhood Educators’ Beliefs about Key Preschool Classroom Experiences
Sandraluz Lara-Cinisomo, Allison Sidle Fuligni, Lindsay Daugherty, Carollee Howes, & Lynn KarolyTeachers’ Views of the Efficacy of Incorporating the Project Approach into Classroom Practice with Diverse Learners
Sallee Beneke & Michaelene M. Ostrosky
Notes from the Field
Observing Children’s Stress Behaviors in a Kindergarten Classroom
Lori A. Jackson
Interview
“Unintended Consequences”—A Life in Early Childhood Education
Interview with Bernard Spodek
Features
Beginning the Journey: The Project Approach with Toddlers
Yvonne Kogan & Josefina PinAn Early Childhood Program Matrix: Pulling the Pieces Together for Illinois
Sallee Beneke, Gina Ruther, & Susan Fowler
