Indirect effects of coaching on pre-K students' engagement and literacy skill as a function of improved teacher–student interaction is a research paper published in Journal of School Psychology (2022). On theSindex it has a DataRank of 0. It has been cited 30 times.
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National Institutes of Health
Grant: 5 R01 HD046061
NICHD NIH HHS
Grant: R01 HD046061
FWCI
15.85
Citation Percentile
1.0%
Citation Trend
Fields of Study
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Keywords
Sustainable Development Goals