Editorial: The Role of Teachers in Students' Social Inclusion in the Classroom

被引：2

作者：

Gasser, Luciano ^{[1
]}

Cillessen, Antonius H. N. ^{[2
]}

Huber, Christian ^{[3
]}

Mainhard, Tim ^{[4
]}

Mueller, Christoph Michael ^{[5
]}

Zurbriggen, Carmen L. A. ^{[6
]}

机构：

[1] Bern Univ Teacher Educ, Inst Res Dev & Evaluat, Bern, Switzerland

[2] Radboud Univ Nijmegen, Behav Sci Inst, Nijmegen, Netherlands

[3] Univ Wuppertal, Sch Educ, Wuppertal, Germany

[4] Leiden Univ, Educ & Child Studies, Leiden, Netherlands

[5] Univ Fribourg, Dept Special Educ, Fribourg, Switzerland

[6] Univ Luxembourg, Dept Social Sci, Esch Sur Alzette, Luxembourg

来源：

FRONTIERS IN EDUCATION | 2022年 / 7卷

关键词：

peer relationships; teacher behaviors; student-teacher relationships; friendships; peer acceptance; bullying; social reference theory; special educational needs;

D O I：

10.3389/feduc.2022.830973

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

引用

页数：3

共 50 条

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