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NHSA Dialog is a peer-reviewed journal published by Taylor & Francis, covering Early Childhood Education and Development, Family and Disability Support Research, Parental Involvement in Education.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." NHSA Dialog 12 (3): 45–58.
Formats any DOI in NHSA Dialog style. No sign-up. |
| Publishes research in | Early Childhood Education and Development Family and Disability Support Research Parental Involvement in Education Reading and Literacy Development Child and Adolescent Psychosocial and Emotional Development |
| ISSN | 1524-0754 |
| h-index | 23 |
| i10-index | 64 |
| Total citations | 2,074 |
| Top institutions publishing here | University of North Carolina at Charlotte |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
As early education grows in the United States, in-service professional development in key instructional and interaction skills is a core component of capacity-building in early childhood education. In this paper, we describe results from an evaluation of the effects of MyTeachingPartner, a web-based system of professional development, on language and literacy development during pre-kindergarten for…
(1999). The Devereux Early Childhood Assessment (DECA): A Measure of Within-Child Protective Factors in Preschool Children. NHSA Dialog: Vol. 3, No. 1, pp. 75-80.
In this article, we describe a conceptual framework for in-service professional development—the Whole Teacher approach. A significant departure from the traditional approach to professional development that speaks primarily to teachers’ acquisition of knowledge and skills, the Whole Teacher framework emphasizes promoting all aspects of a teacher's development, including attitudes, knowledge, and practice. Putting the framework…
This quasi-experimental study evaluated the effects of a supplementary preschool classroom music and movement curriculum on Head Start children's language skills. The curriculum consisted of sequenced music and movement activities conducted by outside interventionists. The evaluation compared the language skills of children attending either intervention or comparison classrooms. Results revealed that children receiving the intervention…
This study examined the relationships between behavior problems, learning behaviors, and educational outcomes for at-risk preschool children. A sample of Head Start children (N = 196) was selected in the southeast United States. Behavior problems were assessed using the Devereux Early Childhood Assessment (LeBuffe & Naglieri, 1999 LeBuffe, P. A. and Naglieri, J. A. 1999.…
