Making time for literacy: teacher knowledge and time allocation in instructional planning

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Early childhood educators' knowledge, beliefs, education, experiences, and children's language- and literacy-learning opportunities: What is the connection? (2016, background): “This negative association has been suggested in previous studies (Rivkin et al., 2005; Spear-Swerling and Zibulsky, 2014), but perhaps not quite so strongly, with a consistent 3% decrease in all types of instruction.”