Improving the quality of adaptive learning support provided by kindergarten teachers in play-based mathematical learning situations von Wullschleger, Andrea, Lindmeier, Anke, Heinze, Aiso, Meier-Wyder, Anuschka, Leuchter, Miriam, Vogt, Franziska, Moser Opitz, Elisabeth

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Fostering Computation Competence with Non-Counting Strategies and Conceptual Subitizing in Grade 1: An Intervention Study in Inclusive Classrooms von Leuenberger, Delia, Diener, Marion, Wehren-Müller, Maria, Hofmann-Villiger, Andreas, Vogt, Franziska, Moser Opitz, Elisabeth

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Cardiovascular disease after treatment for Hodgkin's lymphoma: an analysis of nine collaborative EORTC-LYSA trials von Maraldo, Maja V, Dr, Giusti, Francesco, PhD, Vogelius, Ivan R, PhD, Lundemann, Michael, MSc, van der Kaaij, Marleen A E, PhD, Ramadan, Safaa, PhD, Meulemans, Bart, MSc, Henry-Amar, Michel, MD, Aleman, Berthe M P, PhD, Raemaekers, John, PhD, Meijnders, Paul, PhD, Moser, Elisabeth C, PhD, Kluin-Nelemans, Hanneke C, Prof, Feugier, Pierre, MD, Casasnovas, Olivier, MD, Fortpied, Catherine, MSc, Specht, Lena, Prof

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Facilitating the social participation of pupils with special educational needs in mainstream schools: A review of school-based interventions von Garrote, Ariana, Sermier Dessemontet, Rachel, Moser Opitz, Elisabeth

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Effects of teacher feedback behavior on social acceptance in inclusive elementary classrooms: Exploring social referencing processes in a natural setting von Wullschleger, Andrea, Garrote, Ariana, Schnepel, Susanne, Jaquiéry, Lea, Moser Opitz, Elisabeth

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Disentangling the Effects of SFON (Spontaneous Focusing on Numerosity) and Symbolic Number Skills on the Mathematical Achievement of First Graders. A Longitudinal Study von Gloor, Noemi, Leuenberger, Delia, Moser Opitz, Elisabeth

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Inter-expert and Intra-expert Agreement on the Diagnosis and Treatment of Retinopathy of Prematurity von Gschließer, Andreas, Stifter, Eva, Neumayer, Thomas, Moser, Elisabeth, Papp, Andrea, Pircher, Niklas, Dorner, Guido, Egger, Stefan, Vukojevic, Nenad, Oberacher-Velten, Isabel, Schmidt-Erfurth, Ursula

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The mathematical progress of students with an intellectual disability in inclusive classrooms: results of a longitudinal study von Schnepel, Susanne, Krähenmann, Helena, Sermier Dessemontet, Rachel, Moser Opitz, Elisabeth

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Usefulness of Losartan on the Size of the Ascending Aorta in an Unselected Cohort of Children, Adolescents, and Young Adults With Marfan Syndrome von Pees, Christiane, MD, Laccone, Franco, MD, Hagl, Marion, DeBrauwer, Veerle, MD, Moser, Elisabeth, MD, Michel-Behnke, Ina, PhD

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Social Acceptance in Inclusive Classrooms: The Role of Teacher Attitudes Toward Inclusion and Classroom Management von Garrote, Ariana, Felder, Franziska, Krähenmann, Helena, Schnepel, Susanne, Sermier Dessemontet, Rachel, Moser Opitz, Elisabeth

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Assistance of students with mathematical learning difficulties : how can research support practice? von Scherer, Petra, Beswick, Kim, DeBlois, Lucie, Healy, Lulu, Opitz, Elisabeth Moser

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A sub-ppbv-level Acetone and Ethanol Quantum Cascade Laser Based Photoacoustic Sensor – Characterization and Multi-Component Spectra Recording in Synthetic Breath von Pangerl, Jonas, Moser, Elisabeth, Müller, Max, Weigl, Stefan, Jobst, Simon, Rück, Thomas, Bierl, Rudolf, Matysik, Frank-Michael

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Modelling early childhood teachers' mathematics-specific professional competence and its differential growth through professional development - an aspect of structural validity von Lindmeier, Anke, Seemann, Selma, Kuratli-Geeler, Susanne, Wullschleger, Andrea, Dunekacke, Simone, Leuchter, Miriam, Vogt, Franziska, Opitz, Elisabeth Moser, Heinze, Aiso

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Assessment of computation competence and non-count strategy use in addition and subtraction in Grade 1 von Leuenberger, Delia, Moser Opitz, Elisabeth, Gloor, Noemi

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The Profiles and Patterns of Progress in Numerical Skills of Elementary School Students with Mild and Moderate Intellectual Disability von Sermier Dessemontet, Rachel, Moser Opitz, Elisabeth, Schnepel, Susanne

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Scaffolding for mathematics teaching in inclusive primary classrooms: a video study von Pfister, Mirjam, Moser Opitz, Elisabeth, Pauli, Christine

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Remediation for Students With Mathematics Difficulties: An Intervention Study in Middle Schools von Moser Opitz, Elisabeth, Freesemann, Okka, Prediger, Susanne, Grob, Urs, Matull, Ina, Hußmann, Stephan

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Conceptualizing and Measuring the Quality of Adaptive Learning Support in Kindergarten Using Mathematical Board Games. A Study in Germany and Switzerland von Meier-Wyder, Anuschka, Wullschleger, Andrea, Lindmeier, Anke, Heinze, Aiso, Leuchter, Miriam, Vogt, Franziska, Moser Opitz, Elisabeth

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Learning from null results. An analysis of the unexpected findings of a mathematical intervention study conducted in inclusive classrooms von Grob, Urs, Moser Opitz, Elisabeth, Stöckli, Meret

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The social relationships of students with intellectual disabilities in inclusive classrooms von Garrote, Ariana, Moser Opitz, Elisabeth

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