Why teachers do (or do not) implement recommended teaching practices? An application of the theory of planned behavior by Dierendonck, Christophe, Poncelet, Débora, Tinnes-Vigne, Mélanie

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Investigating the Dimensionality of Early Numeracy Using the Bifactor Exploratory Structural Equation Modeling Framework by Dierendonck, Christophe, de Chambrier, Anne-Françoise, Fagnant, Annick, Luxembourger, Christophe, Tinnes-Vigne, Mélanie, Poncelet, Débora

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Enhancing children’s numerical skills through a play-based intervention at kindergarten and at home: a quasi-experimental study by de Chambrier, Anne-Françoise, Baye, Ariane, Tinnes-Vigne, Mélanie, Tazouti, Youssef, Vlassis, Joëlle, Poncelet, Débora, Giauque, Nadine, Fagnant, Annick, Luxembourger, Christophe, Auquière, Amélie, Kerger, Sylvie, Dierendonck, Christophe

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Developing arithmetic skills in kindergarten through a game-based approach: a major issue for learners and a challenge for teachers by Vlassis, Joëlle, Baye, Ariane, Auquière, Amélie, de Chambrier, Anne-Françoise, Dierendonck, Christophe, Giauque, Nadine, Kerger, Sylvie, Luxembourger, Christophe, Poncelet, Débora, Tinnes-Vigne, Mélanie, Tazouti, Youssef, Fagnant, Annick

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