000 01214 a2200361 4500
005 20250518033017.0
264 0 _c20200618
008 202006s 0 0 eng d
022 _a1873-3506
024 7 _a10.1016/j.jsp.2019.03.006
_2doi
040 _aNLM
_beng
_cNLM
100 1 _aGoble, Priscilla
245 0 0 _aGains in teacher-child interaction quality and children's school readiness skills: Does it matter where teachers start?
_h[electronic resource]
260 _bJournal of school psychology
_c04 2019
300 _a101-113 p.
_bdigital
500 _aPublication Type: Journal Article; Research Support, U.S. Gov't, Non-P.H.S.
650 0 4 _aChild
650 0 4 _aChild Development
650 0 4 _aChild, Preschool
650 0 4 _aFemale
650 0 4 _aHumans
650 0 4 _aInhibition, Psychological
650 0 4 _aInterpersonal Relations
650 0 4 _aLiteracy
650 0 4 _aMale
650 0 4 _aSchool Teachers
650 0 4 _aSchools
650 0 4 _aStudents
700 1 _aSandilos, Lia E
700 1 _aPianta, Robert C
773 0 _tJournal of school psychology
_gvol. 73
_gp. 101-113
856 4 0 _uhttps://doi.org/10.1016/j.jsp.2019.03.006
_zAvailable from publisher's website
999 _c29566146
_d29566146