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Coaching with powerful interactions : a guide to partnering with early childhood teachers / / Judy Jablon, Amy Laura Dombro, and Shaun Johnsen
| Coaching with powerful interactions : a guide to partnering with early childhood teachers / / Judy Jablon, Amy Laura Dombro, and Shaun Johnsen |
| Autore | Jablon Judy R. |
| Pubbl/distr/stampa | Washington, District of Columbia : , : National Association for the Education of Young Children, , [2016] |
| Descrizione fisica | 1 online resource (xiv, 113 pages) : illustrations |
| Disciplina | 371.1023 |
| Soggetto topico |
Interaction analysis in education
Child development Teacher-student relationships |
| ISBN | 1-938113-59-4 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910793970603321 |
Jablon Judy R.
|
||
| Washington, District of Columbia : , : National Association for the Education of Young Children, , [2016] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Coaching with powerful interactions : a guide to partnering with early childhood teachers / / Judy Jablon, Amy Laura Dombro, and Shaun Johnsen
| Coaching with powerful interactions : a guide to partnering with early childhood teachers / / Judy Jablon, Amy Laura Dombro, and Shaun Johnsen |
| Autore | Jablon Judy R. |
| Pubbl/distr/stampa | Washington, District of Columbia : , : National Association for the Education of Young Children, , [2016] |
| Descrizione fisica | 1 online resource (xiv, 113 pages) : illustrations |
| Disciplina | 371.1023 |
| Soggetto topico |
Interaction analysis in education
Child development Teacher-student relationships |
| ISBN | 1-938113-59-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910822244903321 |
|
Jablon Judy R.
|
||
| Washington, District of Columbia : , : National Association for the Education of Young Children, , [2016] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||