Rates of teacher verbal approval and disapproval to higher and lower ability classes.

Heller, Marc S.; White, Mary Alice

doi:10.1037/0022-0663.67.6.796

Cited by 48 publications

(28 citation statements)

References 8 publications

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“…Teacher Uses of Praise Teachers use praise infrequently: There are results from studies that indicate praise occurs only five or fewer times per hour (Heller & White, 1975;Thomas, Presland, Grant, & Glynn, 1978;White, 1975). Heller and White (1975) have shown that by the seventh grade, teachers make little use of praise in the classroom.…”

Section: Discussionmentioning

confidence: 99%

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Student Interpretations of Teacher Verbal Praise in Selected Seventh- and Eighth-Grade Choral Classes

Taylor

1997

Journal of Research in Music Education

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Choirs who were unfamiliar with the teacher differed from the teachers' own students in interpreting the praise: Students who knew a teacher labeled the praise as deserved in five clips, but unfamiliar choirs thought the praise served an instructional purpose. In four clips, choirs differed in their interpretations of the type of instructional praise.Students familiar with a teacher recognized their teacher's intent in praising in 12 of 16 clips. In some situations, familiarity with a teacher and context made a difference in detecting the teacher's purpose for praising. In five clips where teachers identified the praise as deserved, students unfamiliar with the teacher and context thought the praise was intended to encourage students. Students across choirs were particularly sensitive to a teacher's use of praise to send a message to other students.Students are keen observers of teacher praise. Findings suggest students discriminate between praise directed at the performance and praise used for instructional purposes, suggesting that observation instruments that rely on a single label for praise might miss important information. Findings support the importance of determining how teachers intend praise to serve and how students interpret the behavior. 11ACKNOWLEDGMENTS I wish to express my appreciation to the members of the committee for the time spent critiquing this work. I am especially indebted to my mentor, Dr. Hildegard Froehlich, for sharing her expertise in classroom interaction, and for the hours spent in lively discussions of many of the points this document has attempted to address. Special thanks is due Dr. Harry Price, University of Alabama, for his encouragement, which was so instrumental in helping me to complete this project. Finally, I wish to recognize the contribution made by my husband, Dr. Samuel E. Taylor, Baylor College of Dentistry. He not only shared his considerable knowledge of research design, but also provided unending patience and encouragement that would not let me fall short of reaching this goal.

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Section: Discussionmentioning

confidence: 99%

“…Heller and White (1975) have shown that by the seventh grade, teachers make little use of praise in the classroom. Further, the rate of praise of good or correct answers relative to the opportunity to praise such answers does not correlate significantly to achievement gains or losses (Emmer, 1988).…”

Section: Discussionmentioning

confidence: 99%

Student Interpretations of Teacher Verbal Praise in Selected Seventh- and Eighth-Grade Choral Classes

Taylor

1997

Journal of Research in Music Education

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“…Generalmente, en los estudios en el medio escolar sobre las transiciones conductuales y la dedicación del alumno a la actividad académica se ha evaluado el control ejercido por la profesora o por los materiales educativos empleados, identificando la función que ejercen las acciones que son aplicadas contingentemente por los docentes sobre la actividad académica de los niños (Abramowitz, O'Leary & Futtersak, 1988;Berk & Landau, 1993;Heller & White, 1975).…”

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Observación Y Análisis De Transiciones Conductuales en Un Escenario Preescolar

Velásco¹

2016

Revista INFAD de Psicología

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How many times preschool age children change of activity in the classroom? What are the events who elicit transitions with more frequency? Once children return to the interrupted activities they persist in them? How teacher influences the academic and nonacademic tasks in classroom? These are questions that this work is aimed to answer with this field work. In a preschool setting four preschool age children were observed using the "Observation and behavioral system of social interactions" obtaining information of behavioral patterns that children exhibit in classroom and of the events that exert influence in such patterns. The events that predict transitions and the advantages of observational methodology in such setting are discussed.Key words: Observational methodology, transitions, persistence, preschool children.RESUMEN ¿Cuantas veces cambian de actividad dentro del aula los niños de preescolar? Qué clase de eventos propician que ello ocurra con mayor frecuencia? ¿Una vez que retoman la actividad "interrumpida" lo hacen con persistencia? ¿Qué tanto influye la propia profesora en la dedicación de los niños, tanto a la tarea académica como a las actividades no programadas en la institución educativa? Estas son las preguntas que pretende responder el presente trabajo de campo. En un escenario preescolar se observó a niños preescolares durante las clases en el aula y mediante el "Sistema de observación conductual de las interacciones sociales" se recabó información sobre los patrones de comportamiento que los niños exhiben y sobre las variables que afectan su probabilidad de ocurrencia. Se discuten los eventos que mejor predicen el cambio de actividad y las ventajas de la metodología observacional para el estudio sistemático de las transiciones conductuales en estos entornos.Palabras clave: metodología observacional, transiciones, persistencia, preescolares.

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“…Earlier studies have analyzed control exerted by teachers over time spent on academic tasks by students and the effects of on-task behavior and contingent teacher attention on academic engagement (Abramowitz, O'Leary & Futtersak, 1988;Berk & Landau, 1993;Heller & White, 1975). The effects of reinforcement strategies on academic activity have also been analyzed (Martens, 1990;Martens, Halperin, Rummel, & Kilpatrick, 1990;Santoyo et al, 2000).…”

Section: Introductionmentioning

confidence: 99%

Análisis observacional de la organización acerca de la persistencia en el trabajo académico en el aula, aplicando análisis de datos complementarios

et al. 2017

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Título: Análisis observacional de la organización del comportamiento en la tarea en el aula utilizando complementariedad de análisis de datos Resumen: El objetivo de este estudio es analizar la organización de la actividad académica en el aula de clase. Cuatro técnicas de análisis de datos utilizadas en metodología observacional -detección de T-Patterns, análisis secuencial de retardos, análisis de tendencias, y análisis de coordenadas polares-han permitido estudiar como los escolares de Primaria distribuyen sus actividades en el aula. De forma específica, se pretendía detectar y explorar las relaciones entre las conductas relativas al trabajo académico y diferentes categorías de interacción social respecto al uso del tiempo en el contexto de la vida cotidiana en el aula. El estudio se llevó a cabo mediante el instrumento de observación SOC-IS, focalizado en la interacción social, y se utilizaron los programas informáticos THEME (versión 6, Edu), SDIS-GSEQ (versión 4.1.2), HOISAN (versión 1.6), y STATGRAPHICS (versión 16). Se describen los T-Patterns, patrones de conducta, tendencias y vectores obtenidos, sí como las implicaciones metodológicas de la estrategia propuesta. Palabras clave: Metodología observacional; interacción social; persistencia académica; detección de T-Patterns; análisis secuencial de retardos; análisis de tendencias; análisis de coordenadas polares. Abstract:The aim of this study was to analyze the organization of on-task behavior in the classroom. Four observational methodology techniques-T-pattern detection, lag sequential analysis, trend analysis, and polar coordinate analysis-were used to study the organization of on-task and offtask behavioral patterns during class time in a primary school setting. The specific objective was to detect and explore relationships between on-task behavior and different social interaction categories in relation to the actual distribution of activities in a real-life classroom setting. The study was conducted using the behavioral observation system for social interaction SOC-IS and the software programs Theme (version 6, Edu), SDIS-GSEQ (version 4.1.2), HOISAN (version 1.6), and STATGRAPHICS (version 6). We describe the results obtained for the four techniques and discuss the methodological implications of combining complementary techniques in a single study.

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Rates of teacher verbal approval and disapproval to higher and lower ability classes.

Cited by 48 publications

References 8 publications

Student Interpretations of Teacher Verbal Praise in Selected Seventh- and Eighth-Grade Choral Classes

Student Interpretations of Teacher Verbal Praise in Selected Seventh- and Eighth-Grade Choral Classes

Observación Y Análisis De Transiciones Conductuales en Un Escenario Preescolar

Análisis observacional de la organización acerca de la persistencia en el trabajo académico en el aula, aplicando análisis de datos complementarios

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