The Relationship Between Teacher Beliefs and Practices, and Head Start Classroom Quality

By F. Mccarty, M. Abbott-shim, R. Lambert. 2001

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Making sense of teaching through metaphors: a review across three studies (2010, result): “These discrepancies are not unanticipated and have been noted by other researchers (eg, Argyris & Schon, 1974 ; McCarty, Abott‐Shim, & Lambert, 2001 ).”
Preservice Teachers’ Emotion-Related Regulation and Cognition: Associations With Teachers’ Responses to Children's Emotions in Early Childhood Classrooms (2012, background): “By understanding the extent to which individual differences in preservice teachers’ emotion-related cognition and regulation related to their supportive versus nonsupportive responses to children’s emotions, we ultimately aimed to inform teacher training efforts in early childhood settings on factor”
Early childhood teachers' preparation and the quality of program outcomes (2007, background): “( 1998 ) showed that Head Start teachers’ beliefs and practices contributed to the quality of their classrooms (e.”