| Pulling preK into a K-12 orbit: the evolution of preK in the age of standards ME Graue, S Ryan, A Nocera, K Northey, B Wilinski Early Years 37 (1), 108-122, 2017 | 59 | 2017 |
| When Pre-K Comes to School: Policy, Partnerships, and the Early Childhood Education Workforce B Wilinski Teachers College Press, 2017 | 47 | 2017 |
| Local control in the era of accountability: A case study of Wisconsin preK ME Graue, B Wilinski, A Nocera education policy analysis archives 24, 60, 2016 | 26 | 2016 |
| What guides pre-k programs E Graue, S Ryan, B Wilinski, K Northey, A Nocera Teachers College Record 120 (8), 1-36, 2018 | 21 | 2018 |
| Examining Certification Requirements in Early Math and Literacy: What Do States Expect Prekindergarten Teachers to Know? TS Wright, AN Parks, B Wilinski, LM Domke, LJ Hopkins Journal of Teacher Education 72 (1), 72-85, 2021 | 16 | 2021 |
| “Parent Leadership and Voice”: How Mid-Level Administrators Appropriate Pre-Kindergarten Parent Involvement Policy B Wilinski, A Morley Educational Policy 35 (7), 1230-1257, 2021 | 15 | 2021 |
| Uncovering new opportunities for family engagement during COVID-19 B Wilinski, A Morley, JHC Wu Phi Delta Kappan 103 (7), 14-17, 2022 | 12 | 2022 |
| Knowing and interpreting prekindergarten policy: A Bakhtinian analysis B Wilinski education policy analysis archives 25 (27), 2017 | 12 | 2017 |
| “To tell you the truth, I did not choose early childhood education”: Narratives of becoming a pre-primary teacher in Tanzania B Wilinski Teaching and Teacher Education 69, 33-42, 2018 | 11 | 2018 |
| Global Vision, Local Reality: Transforming Pre-Primary Teacher Training in Tanzania B Wilinski, CH Nguyen, JM Landgraf Current Issues in Comparative Education (CICE) 19 (1), 6-25, 2016 | 11 | 2016 |
| A Comparative Case Study of Public Pre‐K Teachers’ Enactment of Parent Involvement Policy B Wilinski, V Vellanki Anthropology & Education Quarterly 51 (3), 359-375, 2020 | 7 | 2020 |
| Making up teachers: Pre-kindergarten policy and teachers’ lived experiences B Wilinski Contemporary Issues in Early Childhood 22 (1), 47-58, 2021 | 4 | 2021 |
| How Policies and Policy Actors Shape the Pre-K Borderland: Implications for Early Childhood Educators’ Work Experiences B Wilinski, A Morley, J Landgraf Teachers College Record 123 (10), 117-141, 2021 | 3 | 2021 |
| Plays well with others: The discourse and enactment of partnerships in public pre-K B Wilinski Discursive Perspectives on Education Policy and Implementation, 133-156, 2017 | 3 | 2017 |
| Reconceptualizing family engagement as an improvisational practice: Lessons from pre-K teachers’ practices during COVID-19 B Wilinski, A Morley, JHC Wu Early Childhood Education Journal 52 (6), 979-990, 2024 | 2 | 2024 |
| I don’t want preK to turn into school”: What preK policy means in practice B Wilinski University of Wisconsin-Madison, 2014 | 2 | 2014 |
| Conceptualizing the child: an analysis of early childhood care and education policy in Tanzania BC Wilinski African Childhoods: Education, Development, Peacebuilding, and the Youngest …, 2012 | 2 | 2012 |
| Tanzanian pre-primary teachers’ commitment to teaching in the context of unemployment B Wilinski Compare: a journal of comparative and international education 53 (7), 1263-1280, 2023 | 1 | 2023 |
| Ensuring Quality in Pre-Primary Education: A Comparative Case Study of Tanzanian Stakeholder Perspectives B Wilinski Doing Comparative Case Studies, 161-177, 2022 | | 2022 |
| Playing to Learn: Playscapes as sites of pedagogical transformation in Tanzania B Wilinski, M Machumu, A Sharma Childhood Education 97 (4), 16-23, 2021 | | 2021 |
Amato NoceraNorth Carolina State University在 ncsu.edu 的电子邮件经过验证
