Erratum: Can self-efficacy mediate between knowledge of policy, school support and teacher attitudes towards inclusive education? (PLoS ONE (2021) 16:9 (e0257657) DOI: 10.1371/journal.pone.0257657)

Shirli Werner; Thomas P. Gumpel; Judah Koller; Vered Wiesenthal; Naomi Weintraub

doi:https://doi.org/10.1371/journal.pone.0262625

Erratum: Can self-efficacy mediate between knowledge of policy, school support and teacher attitudes towards inclusive education? (PLoS ONE (2021) 16:9 (e0257657) DOI: 10.1371/journal.pone.0257657)

Shirli Werner, Thomas P. Gumpel, Judah Koller, Vered Wiesenthal, Naomi Weintraub

The Hebrew University of Jerusalem

Research output: Contribution to journal › Comment/debate

Abstract

The second author’s name is spelled incorrectly. The correct name is: Thomas P. Gumpel.

Original language	English
Article number	e0262625
Journal	PLoS ONE
Volume	17
Issue number	1 January
DOIs	https://doi.org/10.1371/journal.pone.0262625
State	Published - Jan 2022

All Science Journal Classification (ASJC) codes

General

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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https://doi.org/10.1371/journal.pone.0262625

Cite this

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title = "Erratum: Can self-efficacy mediate between knowledge of policy, school support and teacher attitudes towards inclusive education? (PLoS ONE (2021) 16:9 (e0257657) DOI: 10.1371/journal.pone.0257657)",

abstract = "The second author{\textquoteright}s name is spelled incorrectly. The correct name is: Thomas P. Gumpel.",

author = "Shirli Werner and Gumpel, {Thomas P.} and Judah Koller and Vered Wiesenthal and Naomi Weintraub",

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Erratum: Can self-efficacy mediate between knowledge of policy, school support and teacher attitudes towards inclusive education? (PLoS ONE (2021) 16:9 (e0257657) DOI: 10.1371/journal.pone.0257657). / Werner, Shirli ; Gumpel, Thomas P.; Koller, Judah et al.
In: PLoS ONE, Vol. 17, No. 1 January, e0262625, 01.2022.

Research output: Contribution to journal › Comment/debate

TY - JOUR

T1 - Erratum

T2 - Can self-efficacy mediate between knowledge of policy, school support and teacher attitudes towards inclusive education? (PLoS ONE (2021) 16:9 (e0257657) DOI: 10.1371/journal.pone.0257657)

AU - Werner, Shirli

AU - Gumpel, Thomas P.

AU - Koller, Judah

AU - Wiesenthal, Vered

AU - Weintraub, Naomi

N1 - Publisher Copyright: © 2022 Werner et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

PY - 2022/1

Y1 - 2022/1

N2 - The second author’s name is spelled incorrectly. The correct name is: Thomas P. Gumpel.

AB - The second author’s name is spelled incorrectly. The correct name is: Thomas P. Gumpel.

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DO - https://doi.org/10.1371/journal.pone.0262625

M3 - تعليقَ / نقاش

C2 - 35015780

SN - 1932-6203

VL - 17

JO - PLoS ONE

JF - PLoS ONE

IS - 1 January

M1 - e0262625

ER -

Erratum: Can self-efficacy mediate between knowledge of policy, school support and teacher attitudes towards inclusive education? (PLoS ONE (2021) 16:9 (e0257657) DOI: 10.1371/journal.pone.0257657)

Abstract

All Science Journal Classification (ASJC) codes

UN SDGs

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