Preschool educators’ use of commanding language in China and Japan: a cross-cultural comparative study-Reference-Cited by-同舟云学术

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Preschool educators’ use of commanding language in China and Japan: a cross-cultural comparative study

Published:2024-07-20 Issue:4 Volume:52 Page:492-510
ISSN:1359-866X
Container-title:Asia-Pacific Journal of Teacher Education
language:en
Short-container-title:Asia-Pacific Journal of Teacher Education

Author:

Lu Zhongjie¹^ORCID,Li Hongxin¹^ORCID,Liu Yelin²^ORCID,Han Feifei³^ORCID,Liu Jia²^ORCID,Hu Jiangbo¹^ORCID

Affiliation:

1. College of Child Development and Education, Zhejiang Normal University, Jinhua, China

2. Graduate School of Humanities and Sciences, Ochanomizu University, Bunkyo-ku, Japan

3. Institute for Learning Sciences & Teacher Education, Australian Catholic University, Fitzroy, Australia

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/1359866X.2024.2381257

Reference49 articles.

1. Does more exposure to the language of instruction lead to higher academic achievement? A cross-national examination

2. Narratives and explanations during mealtime conversations in Norway and the U.S.

3. Bernstein, B. (2000). Pedagogy, symbolic control, and identity: Theory, research, critique (Vol. 5). Rowman & Littlefield.

4. Teachers’ Commands and Their Role in Preschool Classrooms

5. Cai J. (2022). A study on teachers’ use of commanding language in preschool daily activities. Zhejiang Normal University.

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