The same dimension of Closeness with a WD pupil was positively correlated with years of teaching ( r = 0.24, p = 0.05), showing a marginally significant association.
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When learning with SLD is a hard challenge: a complex perspective on teacher-student relationships in primary school.
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To further test these associations, LMMs were fitted including a random intercept for school: results did not confirm the association between years of teaching and scores on BPO or BP’s values, but a positive association that approached significance was found between teaching hours per week and “Education of children over time” (cf.