The role of socioeconomic background and prior achievement for students’ perception of teacher support

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dc.contributor.author Atlay, Cansu
dc.contributor.author Tieben, Nicole
dc.contributor.author Fauth, Benjamin
dc.contributor.author Hillmert, Steffen
dc.date.accessioned 2020-02-06T10:08:22Z
dc.date.available 2020-02-06T10:08:22Z
dc.date.issued 2019
dc.identifier.issn 0142-5692 (print)
dc.identifier.issn 1465-3346 (online)
dc.identifier.uri http://hdl.handle.net/10900/97668
dc.language.iso en de_DE
dc.publisher Abingdon : Routledge de_DE
dc.relation.uri https://doi.org/10.1080/01425692.2019.1642737 de_DE
dc.subject.ddc 300 de_DE
dc.subject.ddc 370 de_DE
dc.title The role of socioeconomic background and prior achievement for students’ perception of teacher support de_DE
dc.type Artikel de_DE
utue.publikation.seiten 970-991 de_DE
utue.personen.roh Atlay, Cansu
utue.personen.roh Tieben, Nicole
utue.personen.roh Fauth, Benjamin
utue.personen.roh Hillmert, Steffen
dcterms.isPartOf.ZSTitelID British journal of sociology of education de_DE
dcterms.isPartOf.ZS-Issue 7 de_DE
dcterms.isPartOf.ZS-Volume 40 de_DE
utue.fakultaet 08 Zentrale, interfakultäre und fakultätsübergreifende Einrichtungen de_DE


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