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Volume 11 Number 1
©The Author(s) 2009

Spring 2009

Papers

Quality Improvement in Early Childhood Teacher Education: Faculty Perspectives and Recommendations for the Future Marilou Hyson, Heather Biggar Tomlinson, & Carol A. S. Morris Volume 11, Number 1: Spring 2009 Also in Spanish

Early Childhood Faculty and the Language of Research—Evidence for Improvement: A Response to Hyson et al. Linda M. Espinosa Volume 11, Number 1: Spring 2009 Also in Spanish

Put “Academic Content” in Early Childhood Education and Early Childhood Teacher Education: A Response to Hyson et al. Elaine Surbeck Volume 11, Number 1: Spring 2009 Also in Spanish

Moving toward a More Robust Research Agenda: A Response to Hyson et al. Marcy Whitebook Volume 11, Number 1: Spring 2009 Also in Spanish

Quality Support Infrastructure in Early Childhood: Still (Mostly) Missing Lenette Azzi-Lessing Volume 11, Number 1: Spring 2009 Also in Spanish

A Qualitative Study of Early Childhood Educators’ Beliefs about Key Preschool Classroom Experiences Sandraluz Lara-Cinisomo, Allison Sidle Fuligni, Lindsay Daugherty, Carollee Howes, & Lynn Karoly Volume 11, Number 1: Spring 2009 Also in Spanish

Teachers’ Views of the Efficacy of Incorporating the Project Approach into Classroom Practice with Diverse Learners Sallee Beneke & Michaelene M. Ostrosky Volume 11, Number 1: Spring 2009 Also in Spanish

Notes from the Field

Observing Children’s Stress Behaviors in a Kindergarten Classroom Lori A. Jackson Volume 11, Number 1: Spring 2009 Also in Spanish

Interview

“Unintended Consequences”—A Life in Early Childhood Education Interview with Bernard Spodek Volume 11, Number 1: Spring 2009 Also in Spanish

Features

Beginning the Journey: The Project Approach with Toddlers Yvonne Kogan & Josefina Pin Volume 11, Number 1: Spring 2009 Also in Spanish

An Early Childhood Program Matrix: Pulling the Pieces Together for Illinois Sallee Beneke, Gina Ruther, & Susan Fowler Volume 11, Number 1: Spring 2009 Also in Spanish