An examination of teacher instruction and student engagement involving adolescents with and without challenging behavior.

Hirn, Regina G.

doi:10.18297/etd/621

Cited by 2 publications

(2 citation statements)

References 74 publications

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“…Positive feedback to students regarding their academic or behavioral performance can be an effective tool to impact a variety of student outcomes. Positive feedback consists of teacher verbal responses to student academic or social behavior, including statements affirming that a student response is accurate and/or acceptable (Hirn, 2011). In a meta-analysis of feedback covering 196 studies, Hattie and Timperley (2007) found that feedback had a powerful effect on student achievement.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…For example, in a review of studies of teacher feedback from 1970 -2000, Beaman and Wheldall (2000) found teachers engaged in relatively low rates of positive feedback, much more often responding to inappropriate student behavior with negative feedback. Additionally, Hirn (2011) examined 827 observations of teacher-student dyads across classrooms in a large, public, Southeastern high school. Target students in the study generally received low rates of feedback, with positive feedback occurring at a mean rate of once per 33 minutes and negative feedback once per 12 minutes.…”

Section: Statement Of the Problemmentioning

confidence: 99%

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The effects of real-time visual performance feedback on teacher feedback.

Sweigart¹

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who are special gifts in my life.iv ACKNOWLEDGMENTS Completing this dissertation is the fulfillment of a long-time personal dream and a goal I was not sure I would have the opportunity to accomplish. Many people offered support and played important roles in my life before and during-and hopefully afterthis process. Thank you to my family, friends, colleagues, and mentors from past and present who have given me so much to help me get here and to shape me not just into a better doctoral student but a better person.First thanks go to my wife, Gina, who made many sacrifices to go down this path with me. You make my life shine with meaning, and through you in so many ways God has made me a better person, husband, father than I believed possible. Thank you for sharing life with me and for being family, someone to whom and through whom I will always belong. Thank you for raising Noah and Alvin together with me. And I'm so thankful for Noah, how you give me reasons to laugh and smile and to work harder and better and more efficiently; in so many ways, having you during this time made life-and even my dissertation-better and more meaningful.I would also like to thank our family for all of their support. Thank you to my parents for instilling in me a love of reading and learning and for encouraging me to pursue my doctorate despite the risks and challenges. And thank you to Glenda for being such a loving grandmother and mom and for pouring into our lives; even now as I finish writing, you are helping Gina care for Noah, loving them both and me so well.v Thank you to Terry Scott and Amy Lingo for taking me on board and investing in me. You have taught me so much about education, research, academia, and even life outside the ivory towers. Thank you also to Patrick Pössel for participating on my dissertation committee and for being so encouraging and supportive in our meetings together; I especially enjoyed brainstorming studies using biofeedback devices with you.And Rob Pennington, thank you so much for spending so much time encouraging, mentoring, and teaching me and for shaping me up to be a stronger researcher-you have been one of my strongest guides throughout this whole process. Finally, I do not have sufficient words of gratitude for this, but I will try. Tim and Kim Landrum, you both have given so, so much kindness, support, wisdom, and friendship to me and my family. You've just embraced us, and you're family. I don't even know how to describe it, but I think you understand. I've had to blink back a few tears just now, as a matter of fact, as I think about the gift that you have been to us. Researchers have identified a number of instructional strategies as evidence-based for improving the academic and behavioral outcomes of students. However, teachers often do not employ these practices or rarely implement them at recommended rates, perpetuating a research-to-practice gap. Further, research has demonstrated that traditional professional development is often insufficient to change teacher practice; therefore, resear...

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Section: Statement Of the Problemmentioning

confidence: 99%

Section: Statement Of the Problemmentioning

confidence: 99%