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
收藏
页数：3
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