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European Journal of Special Needs Education Volume 34, 2019 - Issue 1
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Short Reports

Do troublesome pupils impact teacher perception of the behaviour of their classmates?

Albert W. WienenDepartment of Developmental Psychology, Faculty of Behavioural and Social Sciences, University of Groningen, Groningen, The NetherlandsCorrespondence[email protected]
,
Laura BatstraDepartment of Special Needs Education and Child Care, Faculty of Behavioural and Social Sciences, University of Groningen, Groningen, The Netherlands
,
Ernst ThoutenhoofdDepartment of Education and Special Education, University of Gothenburg, Gothenburg, Sweden
,
Elisabeth H. BosDepartment of Developmental Psychology, Faculty of Behavioural and Social Sciences, University of Groningen, Groningen, The Netherlands
&
Peter de JongeDepartment of Developmental Psychology, Faculty of Behavioural and Social Sciences, University of Groningen, Groningen, The Netherlands
Pages 114-123 | Received 02 Nov 2017, Accepted 15 Dec 2017, Published online: 15 Jan 2018

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C. Hoogendijk, N.T. Tick, J.G. Holland, W.H.A. Hofman, S.E. Severiens, P. Vuijk & A.F.D. van Veen. (2020) Effects of Key2Teach on students’ externalising and social-emotional problem behaviours, mediated by the teacher-student relationship. Emotional and Behavioural Difficulties 25:3-4, pages 304-320.
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Albert W. Wienen, Maruschka N. Sluiter, Ernst Thoutenhoofd, Peter de Jonge & Laura Batstra. (2019) The advantages of an ADHD classification from the perspective of teachers. European Journal of Special Needs Education 34:5, pages 649-662.
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Articles from other publishers (5)

Ali E. ŞAHİN, Nergiz KARDAŞ-İŞLER & Saadet ZORALOĞLU. (2022) Analysis of Academic Performance of Students Starting Primary School at Different Ages with the 4+4+4 Regulation Based on LGS Data. Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi.
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Fiona Hallett & Graham Hallett. (2021) Disciplinary exclusion: wicked problems in wicked settings. Journal of Research in Special Educational Needs 21:S1, pages 8-16.
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Frederic Fovet. 2021. Fostering Meaningful Learning Experiences Through Student Engagement. Fostering Meaningful Learning Experiences Through Student Engagement 175 195 .
Luis Alejandro Lopez-Agudo, Oscar David Marcenaro-Gutierrez & José Antonio Molina-Marfil. (2020) School tutoring and academic performance: A too close relationship?. Studies in Educational Evaluation 66, pages 100903.
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Sanna Higgen & Mike Mösko. (2020) Mental health and cultural and linguistic diversity as challenges in school? An interview study on the implications for students and teachers. PLOS ONE 15:7, pages e0236160.
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