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You searched for id:"oai:digitalcommons.wku.edu:theses-4142". One record found.

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Western Kentucky University

1. Gregory, Jordan Alexis. How does Classroom Context Affect Head Start Teachers' use of Cognitively Challenging Talk?.

Degree: MS, Department of Psychological Sciences, 2019, Western Kentucky University

Subjects/Keywords: preschool; language; intervention; center-time; book-reading; Child Psychology; Early Childhood Education; Pre-Elementary, Early Childhood, Kindergarten Teacher Education; Teacher Education and Professional Development

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APA (6th Edition):

Gregory, J. A. (2019). How does Classroom Context Affect Head Start Teachers' use of Cognitively Challenging Talk?. (Masters Thesis). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/theses/3139

Chicago Manual of Style (16th Edition):

Gregory, Jordan Alexis. “How does Classroom Context Affect Head Start Teachers' use of Cognitively Challenging Talk?.” 2019. Masters Thesis, Western Kentucky University. Accessed August 24, 2019. https://digitalcommons.wku.edu/theses/3139.

MLA Handbook (7th Edition):

Gregory, Jordan Alexis. “How does Classroom Context Affect Head Start Teachers' use of Cognitively Challenging Talk?.” 2019. Web. 24 Aug 2019.

Vancouver:

Gregory JA. How does Classroom Context Affect Head Start Teachers' use of Cognitively Challenging Talk?. [Internet] [Masters thesis]. Western Kentucky University; 2019. [cited 2019 Aug 24]. Available from: https://digitalcommons.wku.edu/theses/3139.

Council of Science Editors:

Gregory JA. How does Classroom Context Affect Head Start Teachers' use of Cognitively Challenging Talk?. [Masters Thesis]. Western Kentucky University; 2019. Available from: https://digitalcommons.wku.edu/theses/3139

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