Eurasia Journal of Mathematics, Science and Technology Education

• Abbott, L., & Nutbrown, C. (2001). Experiencing Reggio Emilia: Implications for Preschool Provision. Buckingham. UK: Open University Press.
• Akinbode, J. F. (1996). Staff development. Journal of the Institute of Personnel Management of Nigeria, 12(2), 52-57.
• Barnett, W. S. (2008). Preschool education and its lasting effects: Research and policy implications. Boulder and Tempe: Education and the Public Interest Center & Education Policy Research Unit. Retrieved on 20.04.16 from http://epicpolicy.org/publication/preschooleducation.
• Benson, H. A., Guess, D., & Siegel-Causey, E. (1985). Concepts and Issues Related to Choice Making and Autonomy among Persons with Severe Disabilities. Journal of the Association for Persons with Severe Handicaps, 10, 79–86.
• Brand, S. (1987). The Media Lab: inventing the future at MIT. New York: Viking.
• Bray, M., Chen, E., Ip, P., Lee, D., Rao, N., Shaeffer, S., Sun, J., Wong, J. M. S., Weekes, B., & Young, M. (2014). Early childhood development and cognitive development in developing countries: A rigorous literature review. Department for International Development. Faculty of Education.
• Cadwell, L. B. (2008). The Reggio Approach to Early Childhood Education Bringing Learning to Life. New York. Teachers College Press.
• Canman, D. (2000). İnsan Kaynakları Yönetimi. Ankara. Yargı Yayını.
• Çelikten, M., Şanal, M. & Yeni, Y. (2005). Öğretmenlik mesleği ve özellikleri. Dokuz Eylül Üniversitesi. Sosyal Bilimler Enstitüsü Dergisi, 19(2), 207-237.
• Cortina, J. M. (1993). What Is Coefficient Alpha? An Examination of Theory and Applications. Journal of Applied Psychology, 78(1), 301-321.
• Cronbach, L. J. (1954). Educational psychology. New York: Harcourt Brace.
• Edwards, C. (2002). Three Approaches from Europe: Waldorf, Montessori, and Reggio Emilia. Early Childhood Research & Practice, 4, no. 1. Retrieved from http://ecrp.uiuc.edu/v4nl/edwards.html.
• Edwards, C., Forman, G., & Gandini, L. (1998). The Hundred Languages of Children. The Reggio Emilia Approach-Advanced Reflections (2nd Ed.). London: Ablex Publishing.
• Gülbahar, B. (2016). Views of the Teachers on the Behaviors and the Personal Characteristics of the School Principal Which are Effective in Formation of a Democratic School Environment. The Anthropologist. International Journal of Contemporary and Applied Studies of Man, 23(1).21-32.
• Haynes, K. T., & Heyneman, S. (2004). International uses of education technology: threats and opportunities. Paris: IEEP Publications.
• Helm, H., & Katz, L. (2001). Young Investigators: The Project Approach in the Early Years. New York: Teachers College Press.
• İnan, H. Z., Kantor, R., & Trundle, K. C. (2010). Understanding natural sciences education in a Reggio Emilia-inspired preschool. Journal of Research in Science Teaching, 47(10), 1186-1208.
• Kaga, Y., & Samuelsson, I. P. (2008). UNESCO- The contribution of early childhood education to a sustainable society. France.
• Kay, K. (2009). Preparing every child for the 21st century, partnership for 21st century skills. Retrieved on 23 March 2012 from http://www.cpb.org/stations/reports/PreparingChildren21stCentury.pdf.
• Kılınç, H. H. (2016). Teachers’ Perception of 2nd Grade English Curriculum of Primary School in Turkey. The Anthropologist. International Journal of Contemporary and Applied Studies of Man, 251-266.
• Krechevsky. M., & Rinaldi, C. (2001). Making learning visible: Children as individual and group learners. Reggio Emilia, Italy: Reggio Children, 78–89.
• LTS. (2006). The Reggio Emilia Approach to Early Years Education. LTS. Glasgow. Retrieved on 4 April 2016 from http://www.educationscotland.gov.uk/Images/ReggioAug06_tcm4-393250.pdf.
• Nakpodia, E. D. (2008). The role of Educational administration in the promotion of in-service teacher education for primary school teachers in Nigeria. Current issues in educational management in Nigeria. Benin City: Ambik Press.
• Pam, C. (1996). Child-Centered Early Childhood Education In Eastern Europe: The Step by Step Approach. Childhood Education, 72(6), p.337-341.
• Redman, C. W., & Thangaratinam, S. (2005). The Delphi Technique. The obstetrician & Gynaecologist. (7), 120-125.
• Rinaldi, C. (2001). Documentation and assessment: What is the relationship? In C. Giudici, Rinaldi, C. and Kreschevsky, M. (eds) Making Learning Visible: Children as Group and Individual Learners, Reggio Children, pp.78-89.
• Robertson, E. (2008). Teacher education in a democratic society. Learning and Teaching the Practices of Democratic Participation, in Marilyn Cochran-Smith, Sharon Feiman-Nemser, and John McIntyre, Eds., The Handbook of Research on Teacher Education, 3rd edition (New York: Taylor & Francis Group and The Association of Teacher Educators, 2008), pp. 27-44.
• Udofia, U., İ., & Ikpe, U. N. (2012). Administration of In-Service Training and Teachers Attitude to Work in Private Secondary Schools in Cross River State of Nigeria. International Journal of Academic Research in Business and Social Sciences, 2(10), 255-265.
• Vargas-Baron, E., & Schipper, J. (2012). Review of Policy and Planning Indicators in Early Childhood. RISE Institute (commissioned by UNESCO, Paris).
• Wexler, A. (2004). A theory for living: Walking with Reggio Emilia. Art Education, 57(6), 13-19.

APA

Birinci, C. M. (2018). Teacher in Reggio Emilia Approach: Educational Needs and Views. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), 279-290. https://doi.org/10.12973/ejmste/79800

Vancouver

Birinci CM. Teacher in Reggio Emilia Approach: Educational Needs and Views. EURASIA J Math Sci Tech Ed. 2018;14(1):279-90. https://doi.org/10.12973/ejmste/79800

AMA

Birinci CM. Teacher in Reggio Emilia Approach: Educational Needs and Views. EURASIA J Math Sci Tech Ed. 2018;14(1), 279-290. https://doi.org/10.12973/ejmste/79800

Chicago

Birinci, Cansu Meryem. "Teacher in Reggio Emilia Approach: Educational Needs and Views". Eurasia Journal of Mathematics, Science and Technology Education 2018 14 no. 1 (2018): 279-290. https://doi.org/10.12973/ejmste/79800

Harvard

Birinci, C. M. (2018). Teacher in Reggio Emilia Approach: Educational Needs and Views. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), pp. 279-290. https://doi.org/10.12973/ejmste/79800

MLA

Birinci, Cansu Meryem "Teacher in Reggio Emilia Approach: Educational Needs and Views". Eurasia Journal of Mathematics, Science and Technology Education, vol. 14, no. 1, 2018, pp. 279-290. https://doi.org/10.12973/ejmste/79800