The Impact of Evidence-Based Dialogic Training of Special Education Teachers on the Creation of More Inclusive and Interactive Learning Environments.
- DOI
- 10.3389/fpsyg.2021.641426
- Published
- 2021
- Container
- Frontiers in psychology
- Publisher
- Not recorded
- Open access
- yes
Credibility signals
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Cite this work
BibTeX
@article{allodium:10.3389/fpsyg.2021.641426,
title = {The Impact of Evidence-Based Dialogic Training of Special Education Teachers on the Creation of More Inclusive and Interactive Learning Environments.},
author = {Rodríguez-Oramas A and Alvarez P and Ramis-Salas M and Ruiz-Eugenio L},
year = {2021},
journal = {Frontiers in psychology},
doi = {10.3389/fpsyg.2021.641426},
url = {https://doi.org/10.3389/fpsyg.2021.641426}
}RIS
TY - JOUR TI - The Impact of Evidence-Based Dialogic Training of Special Education Teachers on the Creation of More Inclusive and Interactive Learning Environments. AU - Rodríguez-Oramas A AU - Alvarez P AU - Ramis-Salas M AU - Ruiz-Eugenio L PY - 2021 JO - Frontiers in psychology DO - 10.3389/fpsyg.2021.641426 UR - https://doi.org/10.3389/fpsyg.2021.641426 ER -
APA
A, R., P, A., M, R., & L, R. (2021). The Impact of Evidence-Based Dialogic Training of Special Education Teachers on the Creation of More Inclusive and Interactive Learning Environments.. Frontiers in psychology. https://doi.org/10.3389/fpsyg.2021.641426
Source records
- pubmed · retrieved 2026-09-25T02:24:33.212Z