Disentangling the relationship between mathematical achievement, social skills, and social status in inclusive classrooms
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Authors
Author (Corporation)
Publication date
2021
Type of student thesis
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Type
01A - Journal article
Editors
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Parent work
Empirische Sonderpädagogik
Special issue
DOI of the original publication
Link
Related research data
Series
Series number
Volume
13
Issue / Number
2
Pages / Duration
148-166
Patent number
Publisher / Publishing institution
Pabst Science Publishers
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Edition
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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-reviewed
Open access category
Green
License
Citation
Schnepel, S., Garrote, A., & Moser Opitz, E. (2021). Disentangling the relationship between mathematical achievement, social skills, and social status in inclusive classrooms. Empirische Sonderpädagogik, 13(2), 148–166. https://doi.org/10.26041/fhnw-3906
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