Effects of Teacher Structuring and Reacting on Student Achievement

Blaney, Robert L.

doi:10.1086/461335

Cited by 5 publications

(2 citation statements)

References 5 publications

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“…R.L. Blaney [22] investigates the effects of teacher praise on high and low academic achievement of elementary students. The author claims that students in the groups that receive higher rates of praise for correct responding perform significantly better on academic tests than students who receive lower praise rates for correct responding.…”

Section: Functions Of Teacher Praisementioning

confidence: 99%

Praise as Classroom Communicative Reinforcing Device: Perceptions of Vietnamese University Students

До

2020

Vysš. obraz. Ross. (Print)

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One of the biggest challenges for teachers is to foster a positive learning environment in which students become motivated and engaged in classroom activities. Growing concerns have been shown about how evaluative praise functioned as a good reinforcer for students' achievement and desirable behaviour affects students' motivation to learn, depending on teachers' messages communicated with students. This study examined the impacts of different types of teacher praise upon university students' perceptions. Case study was employed to collect the data through observations and semi-structured interviews. The results highlighted that students perceived differently towards kinds of praise that they earned. They tended to respond to specific, verbal praise in a more positive way because of its explicit recognition and precise information about their contributions, hence it could make better their self-concept as well as help them keep motivated. Also, high-achievers sought for ability praise whereas low-achievers desired to draw effort praise from teachers. Educators would benefit these findings for the pedagogical purposes.

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Section: Functions Of Teacher Praisementioning

confidence: 99%

Praise as Classroom Communicative Reinforcing Device: Perceptions of Vietnamese University Students

До

2020

Vysš. obraz. Ross. (Print)

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“…Researchers recommend that teachers provide positive and corrective feedback in a ratio of at least 5:1 (Cook et al, 2017;Flora, 2000). The positive effects of praise have been shown across age groups and across a spectrum of social and academic behavior (Blaney, 1983;Broden, Bruce, Mitchell, Carter, & Hall, 1970;Connell, Carta, & Baer, 1993;Hall, Lund, & Jackson, 1968;Madsen et al, 1968;Martella, Marchand-Martella, Young, & MacFarlane, 1995;Poulson & Kymissis, 1988). Praise is most effective when it is behavior specific (Brophy, 1981;Smith & Rivera, 1993;Sutherland, Wehby, & Copeland, 2000).…”

Section: Feedback and Reinforcementmentioning

confidence: 99%

Considerations of Baseline Classroom Conditions in Conducting Functional Behavior Assessments in School Settings

Kestner

Peterson

Eldridge

et al. 2018

Behav Analysis Practice

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Research has shown that environmental classroom variables affect academic performance and student behavior, and appropriate behavior is often related to the presence of effective teaching practices and classroom management (Moore Partin, Robertson, Maggin, Oliver, & Wehby Preventing School Failure, 54, 172-178, 2010). For behavior analysts consulting in elementary education, some referrals for assessment and treatment of individual student behavior can be resolved by helping teachers establish effective class-wide practices. For this reason, some researchers suggest that behavior analysts should assess baseline classroom conditions as part of a functional behavior assessment (FBA; Anderson & St.

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What do we know about research in teacher training in instructional strategies?

Cooper

Galvin

1985

Central States Speech Journal

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Effects of Teacher Structuring and Reacting on Student Achievement

Cited by 5 publications

References 5 publications

Praise as Classroom Communicative Reinforcing Device: Perceptions of Vietnamese University Students

Praise as Classroom Communicative Reinforcing Device: Perceptions of Vietnamese University Students

Considerations of Baseline Classroom Conditions in Conducting Functional Behavior Assessments in School Settings

What do we know about research in teacher training in instructional strategies?

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