Teacher Perspectives on the Usefulness of a Formative Assessment Tool to Support Their Implementation of Learning Through Play

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dc.contributor.authorAngela Pyle
dc.contributor.authorJennifer M. Zosh
dc.contributor.authorNikhit D’Sa
dc.contributor.authorCarolina Maldonado‐Carreño
dc.contributor.authorEduardo Escallón
dc.contributor.authorMartin Ariapa
dc.contributor.authorMauro Giacomazzi
dc.contributor.authorKazi Ferdous Pavel
dc.contributor.authorSamantha Schriger
dc.contributor.authorSue Robson
dc.coverage.spatialBolivia
dc.date.accessioned2026-03-22T15:38:20Z
dc.date.available2026-03-22T15:38:20Z
dc.date.issued2024
dc.descriptionCitaciones: 1
dc.identifier.doi10.1080/02568543.2024.2421967
dc.identifier.urihttps://doi.org/10.1080/02568543.2024.2421967
dc.identifier.urihttps://andeanlibrary.org/handle/123456789/53538
dc.language.isoen
dc.publisherTaylor & Francis
dc.relation.ispartofJournal of Research in Childhood Education
dc.sourceUniversity of Toronto
dc.subjectFormative assessment
dc.subjectPsychology
dc.subjectMathematics education
dc.subjectPedagogy
dc.titleTeacher Perspectives on the Usefulness of a Formative Assessment Tool to Support Their Implementation of Learning Through Play
dc.typearticle

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