The authors wish to make the following correction to this paper [1]:
The original version of our article (Rudasill, K.M.; et al. Promoting Higher Quality Teacher–Child Relationships: The INSIGHTS Intervention in Rural Schools. 2020, 17, 9371) did not include the complete funding acknowledgement. The authors wish to change the information in the Funding section from:
Funding: This research was funded by the United States Institute of Education Sciences, grant number R305A180290.
to:
Funding: The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through grant R305A180290, to the University of Nebraska-Lincoln. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
The authors apologize for any inconvenience.
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Reference
- 1.Rudasill K.M., Reichenberg R.E., Eum J., Barrett J.S., Joo Y., Wilson E., Sealy M. Promoting Higher Quality Teacher–Child Relationships: The INSIGHTS Intervention in Rural Schools. Int. J. Environ. Res. Public Health. 2020;17:9371. doi: 10.3390/ijerph17249371. [DOI] [PMC free article] [PubMed] [Google Scholar]