Exploring academic teasing: predictors and outcomes of teasing for making mistakes in classrooms
Gespeichert in:
| Beteiligte Personen: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | Englisch |
| Veröffentlicht: |
Berlin
Humboldt-Universität zu Berlin
2019
|
| Links: | https://doi.org/10.18452/20603 |
| Umfang: | 1 Online-Ressource(13 Seiten) |
| DOI: | 10.18452/20603 |
Internformat
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Datensatz im Suchindex
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| spelling | Dietrich, Lars Verfasser aut Exploring academic teasing predictors and outcomes of teasing for making mistakes in classrooms Lars Dietrich & Josef Hofman Berlin Humboldt-Universität zu Berlin 2019 1 Online-Ressource(13 Seiten) txt rdacontent c rdamedia cr rdacarrier Hofman, Josef Verfasser aut Sonderdruck aus International Journal of Adolescence and Youth (2019) 10.1080/02673843.2019.1598449 https://doi.org/10.18452/20603 Verlag kostenfrei Volltext |
| spellingShingle | Dietrich, Lars Hofman, Josef Exploring academic teasing predictors and outcomes of teasing for making mistakes in classrooms |
| title | Exploring academic teasing predictors and outcomes of teasing for making mistakes in classrooms |
| title_auth | Exploring academic teasing predictors and outcomes of teasing for making mistakes in classrooms |
| title_exact_search | Exploring academic teasing predictors and outcomes of teasing for making mistakes in classrooms |
| title_full | Exploring academic teasing predictors and outcomes of teasing for making mistakes in classrooms Lars Dietrich & Josef Hofman |
| title_fullStr | Exploring academic teasing predictors and outcomes of teasing for making mistakes in classrooms Lars Dietrich & Josef Hofman |
| title_full_unstemmed | Exploring academic teasing predictors and outcomes of teasing for making mistakes in classrooms Lars Dietrich & Josef Hofman |
| title_short | Exploring academic teasing |
| title_sort | exploring academic teasing predictors and outcomes of teasing for making mistakes in classrooms |
| title_sub | predictors and outcomes of teasing for making mistakes in classrooms |
| url | https://doi.org/10.18452/20603 |
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