자료유형 | 학위논문 |
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서명/저자사항 | The Relation between Parent Involvement and the Development of Kindergarten Self-regulation and Literacy Skills. |
개인저자 | Hays, Amber S. |
단체저자명 | University of Minnesota. Educational Psychology. |
발행사항 | [S.l.]: University of Minnesota., 2018. |
발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2018. |
형태사항 | 109 p. |
기본자료 저록 | Dissertations Abstracts International 81-04A. Dissertation Abstract International |
ISBN | 9781687961921 |
학위논문주기 | Thesis (Ph.D.)--University of Minnesota, 2018. |
일반주기 |
Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
Advisor: McConnell, Scott R |
이용제한사항 | This item must not be sold to any third party vendors. |
요약 | Since the turn of this century, improving school readiness for young children has been a central tenet of research, practice, and public policy at the local, state, and national levels (Blair, 2002 |
일반주제명 | Educational psychology. |
언어 | 영어 |
바로가기 |
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |