Do teacher beliefs mediate the relationship between professional development and reading outcomes of students with emotional and behavioral disorders? An exploration of effects from a randomized controlled trial
Crossref DOI link: https://doi.org/10.1007/s11218-022-09731-5
Published Online: 2022-10-12
Published Print: 2022-12
Update policy: https://doi.org/10.1007/springer_crossmark_policy
Filderman, Marissa J. http://orcid.org/0000-0002-8498-7345
Barnard-Brak, Lucy
Benner, Gregory J.
Funding for this research was provided by:
Institute of Education Sciences (324A180220)
Text and Data Mining valid from 2022-10-12
Version of Record valid from 2022-10-12
Article History
Received: 10 February 2022
Accepted: 15 September 2022
First Online: 12 October 2022