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Chinese preschool teachers’ classroom instructional support quality and child-centered beliefs: A latent profile analysis
Yi Yang1; Bi Ying Hu2
2019-04-01
Source PublicationTeaching and Teacher Education
ISSN0742-051X
Volume80Pages:1-12
DOI10.1016/j.tate.2018.12.021
URLView the original
Indexed BySSCI ; SSCI
Language英语
WOS Research AreaEducation & Educational Research
WOS SubjectEducation & Educational Research
WOS IDWOS:000463269100001
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Cited Times [WOS]:0   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionFaculty of Education
Corresponding AuthorBi Ying Hu
Affiliation1.China Women's University,,China
2.Faculty of Education,University of Macau,,China
Corresponding Author AffilicationFaculty of Education
Recommended Citation
GB/T 7714
Yi Yang,Bi Ying Hu. Chinese preschool teachers’ classroom instructional support quality and child-centered beliefs: A latent profile analysis[J]. Teaching and Teacher Education,2019,80:1-12.
APA Yi Yang,&Bi Ying Hu.(2019).Chinese preschool teachers’ classroom instructional support quality and child-centered beliefs: A latent profile analysis.Teaching and Teacher Education,80,1-12.
MLA Yi Yang,et al."Chinese preschool teachers’ classroom instructional support quality and child-centered beliefs: A latent profile analysis".Teaching and Teacher Education 80(2019):1-12.
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