A Study on the Patterns of Teacher Praise in Korean Class

2020 ◽  
Vol 59 (0) ◽  
pp. 29-63
Author(s):  
Seohyung Kim
Keyword(s):  
Teacher Praise

A comparison of real‐time and delayed visual performance feedback on teacher praise

2020 ◽  
Author(s):  
Elizabeth L. Lown ◽  
Keith C. Radley ◽  
Evan H. Dart ◽  
Brad A. Dufrene ◽  
Daniel H. Tingstrom ◽  
...  
Keyword(s):  
Real Time ◽  
Performance Feedback ◽  
Visual Performance ◽  
Teacher Praise

Teacher Praise and Reprimand: Examining the Generalizability and Dependability of Observational Estimates

2021 ◽  
pp. 019874292110120
Author(s):  
Margaret T. Floress ◽  
Amy M. Briesch ◽  
Lyndsay N. Jenkins ◽  
Kaylee A. Hampton
Keyword(s):  
General Education ◽  
High School Teachers ◽  
Generalizability Theory ◽  
Teacher Behavior ◽  
School Teachers ◽  
Future Directions ◽  
Teacher Praise ◽  
Behavior Specific Praise ◽  
General Education Classrooms ◽  
Specific Praise

This study examined the generalizability and dependability of observational estimates of middle and high school teachers’ use of praise and reprimand. Frequency of behavior-specific praise, general praise, and total reprimand were collected across 67, 20-min observations that took place during class-wide instruction in general education classrooms. Generalizability theory was used to determine the number of observations needed to obtain dependable estimates of teacher behavior. Behavior-specific praise rates were consistently low. General praise rates were slightly higher and reprimand rates were notably higher and slightly more variable. Total reprimands had the strongest generalizability results and general praise had the weakest. Behavior-specific praise reached an acceptable level of dependability after 15 min, whereas general praise required a 35-min observation, and reprimand only required 5 min. Implications and future directions are discussed.

Effects of Self-Evaluation Training of Seriously Emotionally Disturbed Children on the Generalization of their Classroom Rule following and Work Behaviors across Settings and Teachers

1989 ◽  
Vol 14 (2) ◽  
pp. 89-98 ◽  
Author(s):  
Linda A. Clark ◽  
Hugh S. Mckenzie
Keyword(s):  
Emotionally Disturbed ◽  
Multiple Baseline ◽  
Institutional Setting ◽  
Work Behaviors ◽  
Teacher Praise ◽  
Baseline Design ◽  
Appropriate Behavior ◽  
Self Evaluation ◽  
Evaluation Training ◽  
Seriously Emotionally Disturbed Children

Self-evaluation training was operationalized as a training package comprised of the following components: systematic contingent reinforcement intended to promote acceptable rates of appropriate behavior prior to the introduction of self-evaluation training procedures; self-evaluation, and procedures designed to promote accurate self-evaluation; tokens and back-up reinforcement; and teacher praise. Training was provided to a group of three seriously emotionally disturbed students, ages 9, 10, and 11, who received their education in an institutional setting. Then, in a multiple baseline design, subjects self-evaluated in their classroom to determine if generalization of high rates of appropriate behavior demonstrated in the training setting would occur. Data indicate that generalization to the classroom could be claimed for each of the three subjects.

Comparison of Procedures for Promoting Reading Proficiency of Two Children with Behavioral and Learning Disorders

1980 ◽  
Vol 5 (2) ◽  
pp. 102-107 ◽  
Author(s):  
Robert A. Gable ◽  
Richard E. Shores
Keyword(s):  
Teaching Strategies ◽  
Oral Reading ◽  
Reading Proficiency ◽  
Learning Disorders ◽  
Learning Behavior ◽  
Reinforcement Schedules ◽  
Teacher Modeling ◽  
Teacher Praise ◽  
Proficiency Level ◽  
Behavior Disordered

This study investigated the effects of two discrete teaching strategies for developing proficiency in oral reading. The use of teacher praise contingent upon pupil correct responses was compared with teacher modeling of words erred. The results clearly indicate that, for two learning/behavior disordered youngsters approaching a proficiency level in oral reading, manipulation of reinforcement schedules was demonstrated to be the more effective approach.

A Comparison of Teacher Approval and Disapproval Statements across Categories of Exceptionality

1982 ◽  
Vol 6 (1) ◽  
pp. 15-22 ◽  
Author(s):  
Robert A. Gable ◽  
Jo M. Hendrickson ◽  
Clifford C. Young ◽  
Richard E. Shores ◽  
Joseph J. Stowitschek
Keyword(s):  
Social Behavior ◽  
Classroom Behavior ◽  
Learning Disabled ◽  
Positive Influence ◽  
Teacher Competencies ◽  
Teacher Praise ◽  
Learner Performance ◽  
Contingent Praise ◽  
The Social ◽  
Behavior Disordered

Researchers have long sought to identify teaching acts that have a predictable effect on learner performance. The contingent use of teacher praise is well documented for its positive influence on the social behavior of handicapped youngsters. However, results of the present study indicate that teachers of the mentally retarded, multihandicapped and learning disabled and/or behavior disordered make limited use of praise over criticism in managing classroom behavior. Even though the technology exists for training selected teacher competencies, e.g., use of contingent praise, it would appear that problems remain in connection with maintaining these skills in applied settings.

Effects of Specific Verbal Praise on Off-Task Behavior of Second-Grade Students in Physical Education

1989 ◽  
Vol 8 (2) ◽  
pp. 162-169 ◽  
Author(s):  
Hans van der Mars
Keyword(s):  
Physical Education ◽  
Second Grade ◽  
Student Conduct ◽  
Teacher Praise ◽  
Audio Cues ◽  
Task Behavior ◽  
Second Grade Students ◽  
Verbal Praise ◽  
Skill Performance ◽  
Experienced Male

The effects of specific verbal praise by an experienced male physical education specialist on off-task behavior of three second-grade students were studied. A multiple baseline research design across subjects was used to assess the intervention, consisting of teacher praise aimed at the subjects’ class conduct and motor skill performance. To ensure that (a) the intervention would be implemented, and (b) that the praise would be contingent upon appropriate student conduct and skill performance, audio-cues were provided by way of prerecorded cues on microcassettes. Two boys and one girl in a second-grade class served as subjects. Off-task behavior and teacher praise data were collected from videotapes of 15 regular physical education classes. Results showed that the baseline levels of off-task levels were reduced significantly after introduction of the intervention for each subject. Specific verbal praise was effective in reducing off-task behavior of second-grade students in physical education.

The Consequences of Teacher Praise and Criticism

1983 ◽  
Vol 3 (2) ◽  
pp. 127-136 ◽  
Author(s):  
Chrysoula Worrall ◽  
Norman Worrall ◽  
Claire Meldrum
Keyword(s):  
Teacher Praise

Increasing Teacher Praise and on Task Behavior for Students With Autism Using Mobile Technology

2015 ◽  
Vol 30 (2) ◽  
pp. 101-111 ◽  
Author(s):  
Christopher J. Rivera ◽  
Lee L. Mason ◽  
Iffat Jabeen ◽  
Josiah Johnson
Keyword(s):  
Mobile Technology ◽  
Teacher Praise ◽  
Task Behavior ◽  
Students With Autism ◽  
On Task Behavior
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