Using performance feedback to decrease classroom transition time and examine collateral effects on academic engagement

Journal of Educational and Psychological Consultation

Volumn 18, Issue 4, 2008, Pages 325-345

  Codding, Robin S ^a   Smyth, Carol Ann ^b  

^a UNIVERSITY OF MASSACHUSETTS BOSTON   (United States)

^b CITY UNIVERSITY OF NEW YORK   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 56849122927     PISSN: 10474412     EISSN: None     Source Type: Journal    
DOI: 10.1080/10474410802463312     Document Type: Article

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