Sense of belonging for students with intensive special education needs

An exploration of students' belonging and teachers' role in implementing support

    Tutkimustuotos: OpinnäyteVäitöskirjaArtikkelikokoelma

    Alkuperäiskielienglanti
    JulkaisupaikkaHelsinki
    Kustantaja
    Painoksen ISBN978-951-51-1879-0
    Sähköinen ISBN978-951-51-1880-6
    TilaJulkaistu - 2016
    OKM-julkaisutyyppiG5 Tohtorinväitöskirja (artikkeli)

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    @phdthesis{62637f89380349478ea3694ce1d50abc,
    title = "Sense of belonging for students with intensive special education needs: An exploration of students' belonging and teachers' role in implementing support",
    keywords = "516 Educational sciences",
    author = "Henri Pesonen",
    year = "2016",
    language = "English",
    isbn = "978-951-51-1879-0",
    series = "Research report / University of Helsinki, Faculty of Behavioural Sciences, Department of Teacher Education",
    publisher = "Helsingin yliopisto",
    number = "380",
    address = "Finland",

    }

    Sense of belonging for students with intensive special education needs : An exploration of students' belonging and teachers' role in implementing support. / Pesonen, Henri.

    Helsinki : Helsingin yliopisto, 2016. 66 s.

    Tutkimustuotos: OpinnäyteVäitöskirjaArtikkelikokoelma

    TY - THES

    T1 - Sense of belonging for students with intensive special education needs

    T2 - An exploration of students' belonging and teachers' role in implementing support

    AU - Pesonen, Henri

    PY - 2016

    Y1 - 2016

    KW - 516 Educational sciences

    M3 - Doctoral Thesis

    SN - 978-951-51-1879-0

    T3 - Research report / University of Helsinki, Faculty of Behavioural Sciences, Department of Teacher Education

    PB - Helsingin yliopisto

    CY - Helsinki

    ER -

    Pesonen H. Sense of belonging for students with intensive special education needs: An exploration of students' belonging and teachers' role in implementing support. Helsinki: Helsingin yliopisto, 2016. 66 s. (Research report / University of Helsinki, Faculty of Behavioural Sciences, Department of Teacher Education; 380).