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References 233 Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first grade classroom make a difference for children at risk of school failure? Child Development, 76, 949-967. https://doi.org/10.1111/j.1467-8624.2005.00889.x Hamre, B. K., & Pianta, R. C. (2007). Learning opportunities in preschool and early elementary classrooms. In R. Pianta, M. Cox, & K. Snow (Eds.), School readiness and the transition to kindergarten in the era of accountability (pp. 49–84). Baltimore, MD: Paul H. Brookes. Hamre, B. K., Pianta, R. C., Burchinal, M. R., Field, S., LoCasale-Crouch, J., Downer, J. T., ... Scott-Little, C. (2012). A course on effective teacher-child interactions: Effects on teacher beliefs, knowledge, and observed practice. American Educational Research Journal, 49, 88-123 https://doi.org/10.3102/0002831211434596 Hamre, B. K., Pianta, R. C., Downer, J. T., DeCoster, J., Mashburn, A. J.,. Jones, S. M., ... Hamagami, A. (2013). Teaching through interactions: Testing a developmental framework of teacher effectiveness in over 4,000 classrooms. The Elementary School Journal, 113, 461–487. https://doi.org/10.1086/669616 Harms, T., Clifford, R. M., & Cryer, D. (1998). The early childhood environment rating scale (Rev. ed.). New York, NY: Teachers College Press. Hatfield, B. E., Burchinal, M. R., Pianta, R. C., & Sideris, J. (2016). Thresholds in the association between quality of teacher–child interactions and preschool children’s school readiness skills. Early Childhood Research Quarterly, 36, 561–571. https://doi.org/10.1016/j.ecresq.2015.09.005 Hayward, D., & Schneider. P. (2000). Effectiveness of teaching story grammar knowledge to pre-school children with language impairment. An exploratory study. Child Language Teaching and Therapy, 16, 255–284. https://doi.org/10.1177/026565900001600303 Helmke, A., & Schrader, F. W. (1988). Successful student practice during seatwork: Efficient management and active supervision not enough. Journal of Educational Research, 82, 70–76. https://doi.org/10.1080/00220671.1988.10885870 Henrichs, L. F., Damhuis, C. M. P., Trooster, C. S. M., van Look, C.J., Be, M. S. Y., & Schot, W. D. (2017). Interactievaardigheden in de kinderopvang. Een onderzoek naar ervaren effecten van de trainingen 'TINK' en 'Oog voor interactie'. Utrecht, the Netherlands: Utrecht University. Retrieved from https://www.kennisplatformwerkeninkomen.nl/documenten/rapporten/2017/06/13/ interactievaardigheden-in-de-kinderopvang Henrichs, L., & Leseman, P. P. M. (2016). Onderzoeksrapport VVE Utrecht 2012-2015. Wetenschap en Werkveld ontmoeten elkaar in actieonderzoek. Utrecht, the  


































































































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