An Analysis of General Education Teachers' Use of Diverse Praise

Autor/inn/en	Floress, Margaret T.; Beschta, Shelby L.
Titel	An Analysis of General Education Teachers' Use of Diverse Praise
Quelle	In: Psychology in the Schools, 55 (2018) 10, S.1188-1204 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Floress, Margaret T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22187
Schlagwörter	Elementary School Students; General Education; Positive Reinforcement; Interpersonal Communication; Classroom Techniques + Suchen Sie Ihr Suchwort? Allgemein bildendes Schulwesen; Allgemeinbildung; Interpersonale Kommunikation; Klassenführung
Abstract	The current study examined teachers' use of diverse praise or the extent to which teachers used a variety of praise as opposed to using the same praise repeatedly. Verbatim general and behavior-specific praise data were analyzed from a larger study where 5,721 min of direct observation were collected across 28 kindergarten through fifth-grade classrooms. On average, teachers used 3.7 total diverse praise categories per observation. Teachers also used more general, diverse praise categories per observation per hour compared with behavior-specific, diverse praise categories. Although results did not indicate statistically significant differences in the amount of diverse praise between early elementary school teachers and later elementary teachers, a clear pattern of diminishing diverse praise was observed such that later elementary teachers provided less diverse praise per observation per hour. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01