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Early Childhood Inclusion in Australia

Infants and young children, 2016-07, Vol.29 (3), p.178-187

Kemp, Coral R

2016

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Preparing Australian Special Educators : Courses and Content

The Australian journal of teacher education, 2022-10, Vol.47 (10), p.59-76

2022

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How well prepared are Australian preservice teachers to teach early reading skills?

Australian Journal of Teacher Education, 2017, Vol.42 (11), p.1-17

2017

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How Sustainable Are Claims about Evidence-Based Content in Australian Courses for Preparing Special Educators?

Education sciences, 2023-01, Vol.13 (2), p.105

2023

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The effect of activity type on the engagement and interaction of young children with disabilities in inclusive childcare settings

Early childhood research quarterly, 2013, Vol.28 (1), p.134-143

2013

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Research and theory into practice: Australian preservice teachers' knowledge of evidence-based early literacy instruction

Australian journal of learning difficulties, 2020-07, Vol.25 (2), p.215-233

2020

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Data Practices in Australian Early Childhood Programs for Children With Additional Needs

Australasian journal of special and inclusive education, 2021-07, Vol.45 (1), p.34-48

2021

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Research Informing Practice in Early Childhood Intervention: How Hard Can It Be?

Infants and young children, 2020-07, Vol.33 (3), p.163-172

Kemp, Coral

2020

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Construct validation of the Enabling Practices Scale

Journal of intellectual & developmental disability, 2017-07, Vol.42 (3), p.223-229

2017

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The Effect of Higher-Order Questioning on the Complexity of Gifted Preschoolers' Language

Australasian journal of gifted education, 2019-06, Vol.28 (1), p.6

2019

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How well prepared are pre-service teachers to teach early reading? A systematic review of the literature

Australian journal of learning difficulties, 2016-07, Vol.21 (2), p.69-98

2016

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Special Section: Capacity Building in Early Childhood Intervention

Australasian journal of special and inclusive education, 2021-12, Vol.45 (2), p.105-107

Kemp, Coral

2021

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How well prepared are Australian final-year preservice teachers to teach early reading and spelling?

The Australian journal of teacher education, 2017-01, Vol.42 (11), p.1-17

2017

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Improving Parents' Interactions with Children with Hearing Loss Using Data-based Feedback

International journal of disability, development, and education, 2022-07, Vol.69 (4), p.1216-1234

2022

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Evaluating interventions for young gifted children using single-subject methodology : a preliminary study

The Gifted child quarterly, 2013-04, Vol.57 (2), p.110-120

2013

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Searching for evidence-based practice : a review of the research on educational interventions for intellectually gifted children in the early childhood years

Journal for the education of the gifted, 2012-06, Vol.35 (2), p.103-128

2012

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Standards in literacy and numeracy : contributing factors

The Australian journal of teacher education, 2014-07, Vol.39 (7), p.106-139

2014

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Self-concept of children with intellectual disability in mainstream settings

Journal of intellectual & developmental disability, 2010-09, Vol.35 (3), p.141-154

2010

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Training Staff to Measure the Engagement of Children with Disabilities in Inclusive Childcare Centres

International journal of disability, development, and education, 2010-03, Vol.57 (1), p.21-41

2010

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Assessing preschool number sense: skills demonstrated by children prior to school entry

Educational psychology (Dorchester-on-Thames), 2010-07, Vol.30 (4), p.411-429

2010

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Early Childhood Intervention under the Australian National Disability Insurance Scheme: Characteristics and Recruitment Practices of Service Providers

Early childhood education journal, 2024-10

2024

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Revision and validation of the Individual Child Engagement Record: A practitioner-friendly measure of learning opportunities for children with disabilities in early childhood settings

Journal of intellectual & developmental disability, 2008-06, Vol.33 (2), p.158-170

2008

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A measure of engagement for children with intellectual disabilities in early childhood settings: A preliminary study

Journal of intellectual & developmental disability, 2006-06, Vol.31 (2), p.101-114

2006

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Preservice teachers’ accuracy in measuring child engagement using a digitised momentary time sampling measure

Learning and motivation, 2022-11, Vol.80, p.101839, Article 101839

2022

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Recognition of Giftedness in the Early Years of School: Perspectives of Teachers, Parents, and Children

Journal for the education of the gifted, 2006-12, Vol.30 (2), p.164-204

2006

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Early Childhood Inclusion in Australia

Preparing Australian Special Educators : Courses and Content

How well prepared are Australian preservice teachers to teach early reading skills?

How Sustainable Are Claims about Evidence-Based Content in Australian Courses for Preparing Special Educators?

The effect of activity type on the engagement and interaction of young children with disabilities in inclusive childcare settings

Research and theory into practice: Australian preservice teachers' knowledge of evidence-based early literacy instruction

Data Practices in Australian Early Childhood Programs for Children With Additional Needs

Research Informing Practice in Early Childhood Intervention: How Hard Can It Be?

Construct validation of the Enabling Practices Scale

The Effect of Higher-Order Questioning on the Complexity of Gifted Preschoolers' Language

How well prepared are pre-service teachers to teach early reading? A systematic review of the literature

Special Section: Capacity Building in Early Childhood Intervention

How well prepared are Australian final-year preservice teachers to teach early reading and spelling?

Improving Parents' Interactions with Children with Hearing Loss Using Data-based Feedback

Evaluating interventions for young gifted children using single-subject methodology : a preliminary study

Searching for evidence-based practice : a review of the research on educational interventions for intellectually gifted children in the early childhood years

Standards in literacy and numeracy : contributing factors

Self-concept of children with intellectual disability in mainstream settings

Training Staff to Measure the Engagement of Children with Disabilities in Inclusive Childcare Centres

Assessing preschool number sense: skills demonstrated by children prior to school entry

Early Childhood Intervention under the Australian National Disability Insurance Scheme: Characteristics and Recruitment Practices of Service Providers

Revision and validation of the Individual Child Engagement Record: A practitioner-friendly measure of learning opportunities for children with disabilities in early childhood settings

A measure of engagement for children with intellectual disabilities in early childhood settings: A preliminary study

Preservice teachers’ accuracy in measuring child engagement using a digitised momentary time sampling measure

Recognition of Giftedness in the Early Years of School: Perspectives of Teachers, Parents, and Children

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