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

International Journal of STEM Education volume 3, Article number: 2 (2016) Cite this article

The Original Article was published on 29 December 2015

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
figure 1

Teacher demographics by subject

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Reference

  • 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.

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Authors and Affiliations

  1. Integrative STEM Education, School of Education, Virginia Tech, 366 Smyth Hall, Blacksburg, VA, 24061, USA

    S. Li

  2. Integrative STEM Education, School of Education, Virginia Tech, 115 War Memorial Hall, Blacksburg, VA, 24061, USA

    J. V. Ernst

  3. Special Education, School of Education, Virginia Tech, 314 War Memorial Hall, Blacksburg, VA, 24061, USA

    T. O. Williams

Authors
  1. S. Li
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  2. J. V. Ernst
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  3. T. O. Williams
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Corresponding author

Correspondence to S. Li.

Additional information

The online version of the original article can be found under doi:10.1186/s40594-015-0033-9.

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Li, S., Ernst, J.V. & Williams, T.O. Erratum to: Supporting students with disabilities and limited English proficiency: STEM educator professional development participation and perceived utility. IJ STEM Ed 3, 2 (2016). https://doi.org/10.1186/s40594-016-0035-2

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  • DOI: https://doi.org/10.1186/s40594-016-0035-2