Disentangling the relationship between mathematical achievement, social skills, and social status in inclusive classrooms
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Authors
Author (Corporation)
Publication date
2021
Typ of student thesis
Course of study
Collections
Type
01A - Journal article
Editors
Editor (Corporation)
Supervisor
Parent work
Empirische Sonderpädagogik
Special issue
DOI of the original publication
Link
Series
Series number
Volume
13
Issue / Number
2
Pages / Duration
148-166
Patent number
Publisher / Publishing institution
Pabst Science Publishers
Place of publication / Event location
Edition
Version
Programming language
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Practice partner / Client
Keywords
Subject (DDC)
150 - Psychologie
Event
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ISBN
ISSN
1869-4845
1869-4934
1869-4934
Language
English
Created during FHNW affiliation
Yes
Strategic action fields FHNW
Publication status
Published
Review
Peer review of the complete publication
Open access category
Green
License
Citation
SCHNEPEL, Susanne, Ariana GARROTE und Elisabeth MOSER OPITZ, 2021. Disentangling the relationship between mathematical achievement, social skills, and social status in inclusive classrooms. Empirische Sonderpädagogik. 2021. Bd. 13, Nr. 2, S. 148–166. DOI 10.26041/fhnw-3906. Verfügbar unter: https://doi.org/10.26041/fhnw-3906
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