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"I can, but I can't": Kindergarten teacher perceptions of self-efficacy and agency in their use of formative assessment in the current high-stakes accountability climate
2022 evaluation of Freedom School partners in Charlotte, North Carolina
AN INVESTIGATION INTO THE TORQUE CAPABILITIES OF HIGH GEAR RATIO MAGNETIC GEARBOXES
Assessing the Predictive Sensitivity of Early Childhood Screening Variables to Improve Pre-K Eligibility Decisions
Coaching in Early Intervention: Practitioners' Perceptions of the Training and Implementation Process
Differences in teacher background and school structure by racial/ethnic congruence between teachers and students
Differences in teacher background and school structure by racial/ethnic congruence between teachers and students
EARLY INTERVENTION PROVIDERS’ EXPERIENCES AND PERCEPTIONS OF NATURAL ENVIRONMENTS
EFFECTS OF A PARENT IMPLEMENTED DIALOGIC PLAY STRATEGY ON EARLY LITERACY DEVELOPMENT OF LATINO PRESCHOOLERS AT RISK FOR LANGUAGE DELAYS
ESTABLISHING CONNECTIONS WITH MINDFUL INTERACTIONS:  IMPACT OF PARENT EDUCATION ON PERCEPTIONS OF SELF-AWARENESS AND MINDFUL PARENTING PRACTICES
Equipping parents to support their children’s education: The effects of Charlotte Bilingual Preschool’s Family Program
Evaluation of the Freedom Schools program in Charlotte, NC
Evaluation of the effects of creative curriculum on classroom quality and child outcomes in Head Start
Evidence supporting the use of GOLD with kindergarten children
Examining the psychometric properties of the North Carolina Kindergartern Entry Assessment
Factors Related to the Use of Play Therapy Among Elementary School Counselors
Fathers' Perspectives on their Level of Involvement in Their Child's Early Autism Services
Findings from the 2014 North Carolina kindergarten entry formative assessment pilot
Findings from the 2015 statewide implementation of the North Carolina K-3 formative assessment process : kindergarten entry assessment
Findings from the 2016-2017 North Carolina K-3 formative assessment process implementation case study