Prev Sci (2015) 16:1117 DOI 10.1007/s11121-014-0536-5 ERRATUM Erratum to: Engagement in Training as a Mechanism to Understanding Fidelity of Implementation of the Responsive Classroom Approach Shannon B. Wanless & Sara E. Rimm-Kaufman & Tashia Abry & Ross A. Larsen & Christine L. Patton Published online: 11 December 2014 Society for Prevention Research 2014 Erratum to: Prev Sci DOI 10.1007/s11121-014-0519-6 The original version of this article unfortunately did not ac- knowledge sources of support. The research reported here was supported by the Institute of Education Sciences, U.S. Depart- ment of Education, through Grant R305A070063, R305B060009 (PI: Rimm-Kaufman), R305B090002 (PI: Pianta) to the University of Virginia. Any opinions, findings, and conclusions or recommendations expressed in this mate- rial are those of the author(s) and do not necessarily reflect the views of the U.S. Department of Education. The online version of the original article can be found at http://dx.doi.org/ 10.1007/s11121-014-0519-6. S. B. Wanless (*) Department of Psychology in Education School of Education, University of Pittsburgh, 5937 Wesley W. Posvar Hall, Pittsburgh, PA 15260, USA e-mail: email@example.com S. E. Rimm-Kaufman Center for Advanced Study of Teaching and Learning Curry School of Education, University of Virginia, 405 Emmet Street South, Charlottesville 22904, VA, USA T. Abry T. Denny Sanford School of Social and Family Dynamics, Arizona State University, 411 North Central Avenue, Phoenix, AZ 85004, USA R. A. Larsen Department of Instructional Psychology & Technology David O. McKay School of Education, Brigham Young University, Provo, UT 84602, USA C. L. Patton Graduate School of Education, Harvard University, 13 Appian Way, Cambridge, MA 02138, USA
Prevention Science – Springer Journals
Published: Dec 11, 2014
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