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The Early Intervention Guidebook for Families and Professionals: Partnering for Success


reviewed by Kristina Higgins & Cheyl Mixon — April 29, 2017

coverTitle: The Early Intervention Guidebook for Families and Professionals: Partnering for Success
Author(s): Bonnie Keilty
Publisher: Teachers College Press, New York
ISBN: 080775773X, Pages: 224, Year: 2016
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Cite This Article as: Teachers College Record, Date Published: April 29, 2017
http://www.tcrecord.org ID Number: 21951, Date Accessed: 7/22/2017 8:48:04 PM

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About the Author
  • Kristina Higgins
    Tarleton State University
    E-mail Author
    KRISTINA HIGGINS, Ph.D. is Assistant Professor of Child and Family Studies at Tarleton State University and a Certified Family Life Educator. Her main areas of interest include early childhood education, parenting and family life education, early numeracy, and the use of technology in mathematics education. Recent publications can be found in Educational Technology Research and Development, Contemporary Educational Technology, Social Welfare: Interdisciplinary Approach, and International Journal of Technology Enhanced Learning, and these publications focusing on using technology in the mathematics in the classroom with students who have learning difficulties. Currently, Dr. Higgins is a Principal Investigator on a grant-funded research project involving parenting and enhancing early mathematics skills through an activity-based intervention program.
  • Cheyl Mixon
    Tarleton State University
    E-mail Author
    CHERYL MIXON, Ph.D. is Assistant Professor of Child and Family Studies at Tarleton State University. She is a certified teacher and has taught preschool through first grade in Texas public schools. Her areas of interest include early childhood education and development, early mathematics and professional development of early education professionals. Dr. Mixon is currently engaged in the grant-funded research project with Dr. Higgins and is also the Principal Investigator in a research project on preschool teachers’ math instructional beliefs, confidence and practices.
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