Open Access

Erratum to: Supporting students with disabilities and limited English proficiency: STEM educator professional development participation and perceived utility

International Journal of STEM Education20163:2

DOI: 10.1186/s40594-016-0035-2

Received: 17 February 2016

Accepted: 17 February 2016

Published: 22 February 2016

The original article was published in International Journal of STEM Education 2015 2:20
Upon publication of the original article (Li et al. 2015) it was noted that in Fig. 1 the male/female ratio in the category ‘others’ is incorrect. The correct figure has been included in this erratum.
Fig. 1

Teacher demographics by subject

Notes

Declarations

Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.

Authors’ Affiliations

(1)
Integrative STEM Education, School of Education, Virginia Tech
(2)
Integrative STEM Education, School of Education, Virginia Tech
(3)
Special Education, School of Education, Virginia Tech

Reference

  1. Li, S, Ernst, JV, Williams, TO. (2015). Supporting students with disabilities and limited English proficiency: STEM educator professional development participation and perceived utility. International Journal of STEM Education, 2, 20.View ArticleGoogle Scholar

Copyright

© Li et al. 2016