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International Journal of School & Educational Psychology Volume 10, 2022 - Issue 3
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Psychometric properties of the classroom observation of engagement, disruptive, and disrespectful behavior (COEDD) in Greek school children

Eleni Didaskaloua Department of Special Education, University of Thessaly, Volos, GreeceCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-6617-786XView further author information
ORCID Icon,
Amy M. Brieschb Department of Applied Psychology, Northeastern University, Boston, Massachusetts, USAView further author information
,
Robert J. Volpeb Department of Applied Psychology, Northeastern University, Boston, Massachusetts, USAView further author information
&
Christina Roussi-Vergoua Department of Special Education, University of Thessaly, Volos, GreeceView further author information
Pages 303-315 | Published online: 16 Jun 2020

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Emily Hill, Robert J. Volpe & Amy M. Briesch. (2023) Psychometric Properties of the Classroom Observation of Engagement, Disrespectful and Disruptive Behaviors. School Psychology Review 52:6, pages 735-746.
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Eleni Didaskalou, Amy M. Briesch, Robert J. Volpe & Christina Roussi-Vergou. (2023) A preliminary investigation of the psychometric properties of the Integrated Teacher Rating Form (ITRF) in Greek school children. International Journal of School & Educational Psychology 0:0, pages 1-11.
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Robert J. Volpe, Emily Hill, Amy M. Briesch & Isabella Leiwant. (2023) Classroom Observation of Student Behavior: A Review of Seven Observation Codes. School Psychology Review 0:0, pages 1-23.
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Eleni Didaskalou, Panayiota Stavroussi & Jennifer Greif Green. Does primary school teachers’ perceived efficacy in classroom management/discipline predict their perceptions of inclusive education?. Pastoral Care in Education 0:0, pages 1-18.
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