Co-Constructing the transition to school: Reframing the “novice” versus “expert” roles of children, parents, and teachers from a cultural perspective.

Fabienne Doucet; J. Tudge

Co-Constructing the transition to school: Reframing the “novice” versus “expert” roles of children, parents, and teachers from a cultural perspective.

Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

Original language	English (US)
Title of host publication	School readiness and the transition to kindergarten in the era of accountability
Editors	R. C. Pianta, M. J. Cox, K. Snow
Place of Publication	Baltimore, MD
Publisher	Brookes Publishing
Pages	307-328
State	Published - 2007

Cite this

Co-Constructing the transition to school: Reframing the “novice” versus “expert” roles of children, parents, and teachers from a cultural perspective. / Doucet, Fabienne; Tudge, J.
School readiness and the transition to kindergarten in the era of accountability. ed. / R. C. Pianta; M. J. Cox; K. Snow. Baltimore, MD: Brookes Publishing, 2007. p. 307-328.

Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

Doucet, Fabienne ; Tudge, J. / Co-Constructing the transition to school: Reframing the “novice” versus “expert” roles of children, parents, and teachers from a cultural perspective. School readiness and the transition to kindergarten in the era of accountability. editor / R. C. Pianta ; M. J. Cox ; K. Snow. Baltimore, MD : Brookes Publishing, 2007. pp. 307-328

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