Performance Feedback and Teachers' Use of Praise and Opportunities to Respond: A Review of the Literature

Cavanaugh, Brian

doi:10.1353/etc.2013.0001

Cited by 69 publications

(66 citation statements)

References 50 publications

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“…In all but two studies, performance feedback was delivered by the researchers or university-based supervisors rather than internal school personnel. As others have noted, not all schools have access to outside experts, and we cannot be sure whether the effects observed in performance feedback studies will generalize to other agents of feedback, such as administrators or school coaches (e.g., Cavanaugh, 2013).…”

Section: Resultsmentioning

confidence: 97%

“…First, electronic searches of the ERIC, PsycINFO, and ProQuest databases from 2004 to August 2014 were performed using combinations of the following keywords: performance feedback, teachers, feedback, coaching, and bug-in-ear. Next, an ancestral search was conducted to identify other salient studies by examining the reference lists of identified articles as well as the two more recent reviews (Cavanaugh, 2013;Solomon et al, 2012).…”

Section: Methodsmentioning

confidence: 99%

“…Performance feedback is a systematic approach to improve teacher practice in which an observer provides a teacher guidance through "(a) review of data, (b) praise for correct implementation, (c) corrective feedback, and (d) addressing questions or comments" (Codding, Feinberg, Dunn, & Pace, 2005, p. 205). Performance feedback has been a promising intervention for increasing desirable (e.g., rate of opportunities to respond, effective instruction components) and decreasing undesirable (e.g., incorrect signaling during direct instruction, delays during instruction) teacher behaviors (Cavanaugh, 2013;Scheeler, Ruhl, & McAfee, 2004).…”

Section: Teacher Behavior Change Researchers Have Made Various Propomentioning

confidence: 99%

“…Two literature reviews (Cavanaugh, 2013;Scheeler et al, 2004) and one metaanalysis of single-subject studies (Solomon, Klein, & Politylo, 2012) have been conducted in the past 10 years to examine the evidence base for performance feedback. Scheeler, Ruhl, and McAfee (2004) conducted the first review, identifying 10 experimental and quasi-experimental studies of performance feedback, the majority of which were conducted with preservice teachers.…”

Section: Feedback Interventionsmentioning

confidence: 99%

“…The researchers also recommended further research on the agent and mode of feedback. the restrictions of the more current review and meta-analysis (Cavanaugh, 2013;Solomon et al, 2012). This review, however, will focus on behavior change for inservice teachers.…”

Section: Feedback Interventionsmentioning

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: Resultsmentioning

confidence: 97%

Section: Methodsmentioning

confidence: 99%

Section: Teacher Behavior Change Researchers Have Made Various Propomentioning

confidence: 99%

Section: Feedback Interventionsmentioning

confidence: 99%

Section: Feedback Interventionsmentioning

confidence: 99%

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

Sweigart¹

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An analysis of general education teachers’ use of diverse praise

Floress

Beschta

2018

Psychology in the Schools

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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.

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Natural rates of teacher praise in the classroom: A systematic review of observational studies

Drake

Nelson

2021

Psychology in the Schools

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Previous research documents the positive impacts that teacher praise can have on students' behavior in the classroom; positive praise is a reinforcer that improves and maintains appropriate classroom behavior. Identifying current trends in natural rates of praise—praise that occurs in the absence of specific intervention or training—may help teachers become mindful of their own practices. The purpose of this systematic review was to investigate characteristics of published observational studies of teacher‐delivered praise and identify the rate at which teachers delivered praise. We conducted a systematic search of the literature, and included studies published after 2004; 14 studies met our inclusion criteria. The results of this study illustrate that researchers use several different measures to observe and report the frequency of teacher praise. Teachers also delivered general praise (range = 0.04 per min to 67.9 per hour) and behavior‐specific praise (range = 5.9–23.14 per hour) at widely variable rates. Teachers commonly used more general praise compared with behavior‐specific praise. Across studies, we also found inconsistent rates of teacher praise versus reprimands, with some studies reporting higher rates of praise while other studies reported higher rates of reprimands. We discuss implications for teachers and provide recommendations for future research.

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Performance Feedback and Teachers' Use of Praise and Opportunities to Respond: A Review of the Literature

Cited by 69 publications

References 50 publications

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

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

An analysis of general education teachers’ use of diverse praise

Natural rates of teacher praise in the classroom: A systematic review of observational studies

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