Disentangling the Effects of SFON (Spontaneous Focusing on Numerosity) and Symbolic Number Skills on the Mathematical Achievement of First Graders. A Longitudinal Study

by Noemi Gloor, Delia Leuenberger, Delia Leuenberger, Elisabeth Moser Opitz
Published 2021-09-01

Social Acceptance in Inclusive Classrooms: The Role of Teacher Attitudes Toward Inclusion and Classroom Management

by Ariana Garrote, Ariana Garrote, Franziska Felder, Helena Krähenmann, Helena Krähenmann, Susanne Schnepel, Rachel Sermier Dessemontet, Elisabeth Moser Opitz
Published 2020-10-01

Corrigendum: Social Acceptance in Inclusive Classrooms: The Role of Teacher Attitudes Toward Inclusion and Classroom Management

by Ariana Garrote, Ariana Garrote, Franziska Felder, Helena Krähenmann, Helena Krähenmann, Susanne Schnepel, Rachel Sermier Dessemontet, Elisabeth Moser Opitz
Published 2021-04-01

Early childhood teachers' mathematics-specific professional competence and its relation to the quality of learning support

by Anke Lindmeier, Selma Seemann, Andrea Wullschleger, Anuschka Meyer-Wyder, Miriam Leuchter, Franziska Vogt, Elisabeth Moser Opitz, Aiso Heinze
Published 2021-06-01