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Autor/inn/enLown, Elizabeth L.; Radley, Keith C.; Dart, Evan H.; Dufrene, Brad A.; Tingstrom, Daniel H.; Hayes, Lynda; Tannehill, Jennifer
TitelA Comparison of Real-Time and Delayed Visual Performance Feedback on Teacher Praise
QuelleIn: Psychology in the Schools, 58 (2021) 5, S.804-817 (14 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Radley, Keith C.)
ORCID (Dart, Evan H.)
ORCID (Dufrene, Brad A.)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0033-3085
DOI10.1002/pits.22469
SchlagwörterFeedback (Response); Positive Reinforcement; Performance Factors; Learner Engagement; Delay of Gratification; Visual Stimuli; Student Behavior; Preschool Teachers; Preschool Children; Low Income; Federal Programs; Instructional Effectiveness
AbstractA number of researchers have found behavior-specific praise (BSP) to be an effective strategy for increasing student academic engagement. Performance feedback is often used to promote teacher BSP; however, variations in how performance feedback is provided have been proposed and it is unknown whether one strategy may be more effective than others. The current study compared two types of performance feedback, delayed performance feedback and real-time visual performance feedback, on the use of BSP by Head Start teachers. The primary outcome of the study was teacher use of BSP, with student academic engagement behavior being evaluated as a secondary dependent variable. Results from the study indicated that both procedures resulted in increases in teacher use of BSP, with little differentiation between performance feedback strategies. Similarly, both strategies received high ratings of social validity from participating teachers. (As Provided).
AnmerkungenWiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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