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Early Childhood Longitudinal-Birth Cohort data were used to examine the extent to which preschool and kindergarten teachers aligned in their beliefs regarding the importance of school competencies at kindergarten entry,

Early Childhood Longitudinal-Birth Cohort data were used to examine the extent to which preschool and kindergarten teachers aligned in their beliefs regarding the importance of school competencies at kindergarten entry, whether misalignment in beliefs predicted academic and sociobehavioral adjustment in kindergarten, and if relations were moderated by children's socioeconomic status. Preschool and kindergarten teachers rated the importance of 12 skills categorized into domains of academic, self-regulatory, and interpersonal competence.

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    • 2015
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    Abry, T., Latham, S., Bassok, D., & LoCasale-Crouch, J. (2015). Preschool and kindergarten teachers’ beliefs about early school competencies: Misalignment matters for kindergarten adjustment. Early Childhood Research Quarterly, 31, 78-88. doi:10.1016/j.ecresq.2015.01.001

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