In the published article, there was an error in affiliation 3. Instead of “Canton of Vaud,” it should be “State of Vaud.”
In the original article, there was an error. The SRMR-Value on level 2 is missing.
A correction should be made to Results, The Role of Teacher Attitudes Toward Inclusion and Classroom Management in Student Social Acceptance, paragraph one:
“The hypothesized model with teacher attitudes toward inclusion as a manifest variable fitted the data well, χ2(6) = 6.36, p = 0.384, CFI = 1, RMSEA = 0.01 [90% CI: 0,0.06], SRMR = 0.02, SRMRbetween = 0.05. The results are presented in Figure 2. On the individual level, student social behavior was correlated with student social acceptance at t1 and was a predictor of student social acceptance at t2. Student sex was correlated with student social behavior. More specifically, girls were rated as having significantly higher levels of social behavior than boys. On the class level, classroom management was a significant predictor of student social acceptance at t2. As hypothesized, teacher attitudes toward inclusion did not predict student social acceptance at t2. In addition, teacher attitudes toward inclusion were not related to teacher classroom management, which was unexpected. On both levels, social acceptance at t1 strongly predicted social acceptance at t2, which indicates a high stability of social acceptance over time.”
An additional correction should be made to Results, The Role of Teacher Attitudes Toward Inclusion and Classroom Management in Student Social Acceptance, paragraph two:
“An alternative model was tested with the three factors of teacher attitudes toward inclusion added separately as manifest variables. The adapted model also fitted the data well, χ2(11) = 23.29, p <0.05, CFI = 0.99, RMSEA = 0.05 [90% CI:0.02,0.07], SRMR = 0.02, SRMRbetween = 0.17. As expected, teacher attitudes about benefits of inclusion, about behavior management in inclusive classrooms, and about the ability to teach in inclusive classrooms had no effect on student social acceptance t2 at the classroom level. In addition, none of the three factors of teacher attitudes toward inclusion predicted classroom management.”
The authors apologize for these errors and state that this does not change the scientific conclusions of the article in any way. The original article has been updated.
Summary
Keywords
classroom management, teacher attitudes, social acceptance, primary school, special educational needs, inclusive classrooms
Citation
Garrote A, Felder F, Krähenmann H, Schnepel S, Sermier Dessemontet R and Moser Opitz E (2021) Corrigendum: Social Acceptance in Inclusive Classrooms: The Role of Teacher Attitudes Toward Inclusion and Classroom Management. Front. Educ. 6:677881. doi: 10.3389/feduc.2021.677881
Received
08 March 2021
Accepted
26 March 2021
Published
20 April 2021
Volume
6 - 2021
Edited and reviewed by
Antonius H. N. Cillessen, Radboud University Nijmegen, Netherlands
Updates
Copyright
© 2021 Garrote, Felder, Krähenmann, Schnepel, Sermier Dessemontet and Moser Opitz.
This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Ariana Garrote ariana.garrote@fhnw.ch
This article was submitted to Educational Psychology, a section of the journal Frontiers in Education
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