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Correction: Can self-efficacy mediate between knowledge of policy, school support and teacher attitudes towards inclusive education?

PloS one, 2022-01, Vol.17 (1), p.e0262625-e0262625 [Peer Reviewed Journal]

COPYRIGHT 2022 Public Library of Science ;2022 Werner et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;2022 Werner et al 2022 Werner et al ;ISSN: 1932-6203 ;EISSN: 1932-6203 ;DOI: 10.1371/journal.pone.0262625 ;PMID: 35015780

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  • Title:
    Correction: Can self-efficacy mediate between knowledge of policy, school support and teacher attitudes towards inclusive education?
  • Author: Werner, Shirli ; Gumpel, Thomas P ; Koller, Judah ; Wiesenthal, Vered ; Weintraub, Naomi
  • Subjects: Teachers
  • Is Part Of: PloS one, 2022-01, Vol.17 (1), p.e0262625-e0262625
  • Description: [This corrects the article DOI: 10.1371/journal.pone.0257657.].
  • Publisher: United States: Public Library of Science
  • Language: English
  • Identifier: ISSN: 1932-6203
    EISSN: 1932-6203
    DOI: 10.1371/journal.pone.0262625
    PMID: 35015780
  • Source: PubMed Central (Open access)
    DOAJ Directory of Open Access Journals
    Geneva Foundation Free Medical Journals at publisher websites
    AUTh Library subscriptions: ProQuest Central
    PLoS
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