Becoming trauma-informed: a case study of early educator professional development and organizational change.

MLA

Douglass, Anne, et al. “Becoming Trauma-Informed: A Case Study of Early Educator Professional Development and Organizational Change.” Journal of Early Childhood Teacher Education, vol. 42, no. 2, Apr. 2021, pp. 182–202. EBSCOhost, https://doi.org/10.1080/10901027.2021.1918296.

APA

Douglass, A., Chickerella, R., & Maroney, M. (2021). Becoming trauma-informed: a case study of early educator professional development and organizational change. Journal of Early Childhood Teacher Education, 42(2), 182–202. https://doi.org/10.1080/10901027.2021.1918296

Chicago

Douglass, Anne, Rachel Chickerella, and Meredith Maroney. 2021. “Becoming Trauma-Informed: A Case Study of Early Educator Professional Development and Organizational Change.” Journal of Early Childhood Teacher Education 42 (2): 182–202. doi:10.1080/10901027.2021.1918296.