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Results from item response theory models with responses from a sample of 248 preschool teachers indicated that four scales measuring pedagogical content knowledge and content knowledge for vocabulary and language, respectively, had adequate psychometric characteristics. Confirmatory factor analyses further supported a four\u2010factor structure, although all scales were correlated. In an overlapping sample of 94 preschool teachers, preliminary investigation of associations between knowledge and teachers' self\u2010reported practices, observed instructional time allocation, and the quality of classroom language environments were mixed. 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