Teachers’ Use of Praise and Reprimands to Boys and Girls

Merrett, Frank; Wheldall, Kevin

doi:10.1080/0013191920440106

Cited by 34 publications

(44 citation statements)

References 11 publications

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“…The present study substantiates earlier results in that it shows that sloyd teachers also find boys disruptive, not pupils in general or girls specifically. The findings are also in line with earlier research by Merrett and Wheldall (1992), as teachers in lower secondary school generally gave negative feedback to the boys for their social behaviour. The results of the study seem to indicate that, from a teacher's perspective, it is something other than the subject or the subject matter that makes boys unruly.…”

Section: Discussionsupporting

confidence: 82%

“…It also demonstrated how the teachers worked preventively in coping with the girls but 'interventively' in coping with the boys (Eccles & Blumenfeld, 1985). In an observational study of 32 class teachers in primary school and 38 class teachers in lower secondary school, Merrett and Wheldall (1992) also discovered that there was a difference in how teachers used praise and reprimands for pupils. In general, lower secondary teachers on one hand gave positive feedback to the boys for their academic achievements but not for their social behaviour; on the other hand, they gave the boys more negative attention for their (lack of) academic achievement as well as their social behaviour.…”

Section: Research Overview On Teachers and Disorderly Boysmentioning

confidence: 99%

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FORMakademisk 8-2 2015 THE WHOLE ISSUE

Reitan¹

2015

FormAkademisk

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LederDesignutdanning i framtidas skole i Norge I tillegg til fokus på esignforskning, er designutdanning fra barnehage til doktorgrad et hovedfokus for FORMakademisk. Vi ser på utdanning av brukere, innkjøpere og beslutningstakere i forhold til design som like viktig som utdanning av profesjonelle designere. Det hjelper ikke at det blir laget god design hvis den ikke blir kjøpt inn og tatt i bruk. Hva folk flest laerer i grunnopplaeringa er derfor viktig, og her er laereplanene et fundament.Institutt for estetiske fag ved Høgskolen i Oslo og Akershus, i samarbeid interesseorganisasjonen Kunst og design i skolen, arrangerte denne våren et debattmøte om Kunst og håndverk i framtidas skole. Hovedinnleder var Sven Ludvigsen, professor i pedagogikk ved Universitetet i Oslo og leder av utvalget som har utredet grunnopplaeringens fag opp mot krav til kompetanse i et framtidig samfunns-og arbeidsliv. I tillegg innledet Eivind Moe på vegne av Kunst og design i skolen og Liv Merete Nielsen på vegne av bachelor-og masterutdanningen for faglaererutdanning i formgiving, kunst og design ved Institutt for estetiske fag, Høgskolen i Oslo og Akershus.Faksimile fra annonsering av debattmøtet under Hva skjer på HIOAs nettside. Se video fra debattmøtet på Høgskolen i Oslo og Akershus ved å trykke på bildet. (NOU 2015(NOU :8, 2015 er starten på forarbeidet til revisjon av laereplanene for grunnskolen og fellesfagene i videregående skole. Innstillingen er nå ute på høring og neste skritt er en kommende stortingsmelding med nye høringsrunder, før arbeidet med å skrive nye laereplaner starter. Arbeidet med nye laereplaner tar ofte om lag fem år å gjennomføre. (NOU 2014(NOU :7, 2014, som presenterte et kunnskapsgrunnlag og en analyse av: den historiske utviklingen i grunnopplaeringens fag over tid; grunnopplaeringens fag i forhold til land det er naturlig å sammenlikne oss med, herunder sammensetning, gruppering og innhold; og utredninger og anbefalinger fra nasjonale og internasjonale aktører knyttet til framtidige krav til kompetanse som har relevans for grunnopplaeringen. Utvalget leverte videre sin hovedinnstilling Fremtidens skole -Fornyelse av fag og kompetanser (NOU 2015(NOU :8, 2015 15. juni 2015. Den inneholder vurdering av i hvilken grad dagens faglige innhold dekker de kompetanser og de grunnleggende ferdigheter som utvalget vurderer at elevene vil trenge i et framtidig samfunns-og arbeidsliv, hvilke endringer som bør gjøres dersom disse kompetansene og ferdighetene i større grad bør prege innholdet i opplaeringen, om dagens fagstruktur fortsatt bør ligge til grunn, eller om innholdet i opplaeringen bør struktureres på andre måter og om innholdet i formålsparagrafen for grunnopplaeringen i tilstrekkelig grad reflekteres i opplaeringens faglige innhold. Utvalget skriver at: Ludvigsen-utvalgets innstilling Fremtidens skole -Fornyelse av fag og kompetanserSamfunnsutviklingen omfatter kommunikasjons-og medieteknologier i rask utvikling, utfordringer med baerekraftig utvikling, demografiske endringer lokalt og globalt med et...

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Section: Discussionsupporting

confidence: 82%

Section: Research Overview On Teachers and Disorderly Boysmentioning

confidence: 99%

FORMakademisk 8-2 2015 THE WHOLE ISSUE

Reitan¹

2015

FormAkademisk

View full text Add to dashboard Cite

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“…Research suggests that female teachers provide more verbal and non-verbal praise to students than do male teachers (Simpson and Erickson 1983;Stake and Katz 1982) and that sincere praise and recognition of achievement increases children's perceptions of their competence at a task (Guthrie and Wigfield 2000). Other researchers, however, have found no gender differences in elementary and middle school teachers' use of praise and criticism (Merrett and Wheldall 1992), which leaves us with little explanation for this unexpected finding.…”

Section: Discussionmentioning

confidence: 79%

Good-bye, Mr. Chips: Male Teacher Shortages and Boys’ Reading Achievement

et al. 2007

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One hundred seventy-five third-and fourth-grade boys who were identified as struggling readers participated in a 10-week intervention to determine the effect of the reading teachers' sex on boys' reading performance, selfperceptions as readers, and view of reading as a masculine, feminine, or gender-neutral activity. Findings indicated no main effects on reading performance, yet main effects of teacher's sex on two sub-scales of reader self-perception emerged. Evidence of interactions showed that boys responded differentially to the intervention-they responded better to female teachers. Further analysis revealed that the boys' responses varied as much as a response to individual male teachers as to the teacher's sex.

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“…First, it may be of interest to take into consideration the gender of teachers when investigating students' perceptions of teachers' oral feedback. Merrett and Wheldall (1992) found female teachers used more negative feedback for boys' social behavior, whereas male teachers used more positive feedback for boys' academic behavior. We also note that teachers' oral feedback has been characterized differently across studies.…”

Section: Discussionmentioning

confidence: 91%

“…Although a few studies have shown no differences regarding gender (e.g., McBride, 1990), the majority of studies have reported that boys and girls received teacher oral feedback differently (e.g., Beaman, Wheldall, & Kemp, 2006;Merrett & Wheldall, 1992;Nicaise, Cogérino, Bois, & Amorose, 2006;Younger & Warrington, 1996). However, among these studies that showed differential teacher treatment, there has not been a consistent conclusion regarding whether teachers' differential treatment favors boys or girls.…”

Section: Gender and Grade Effects On Students' Perceptions Of Teachermentioning

confidence: 86%

Relations of Student Perceptions of Teacher Oral Feedback With Teacher Expectancies and Student Self-Concept

Chen

Thompson

Kromrey

et al. 2011

The Journal of Experimental Education

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In this article, the authors investigated the relations of students' perceptions of teachers' oral feedback with teacher expectancies and student self-concept. A sample of 1,598 Taiwanese children in Grades 3 to 6 completed measures of student perceptions of teacher oral feedback and school self-concept. Homeroom teachers identified students for whom they had high or low expectancies. Discriminant analysis indicated student perceptions of positive and negative academic oral feedback were more important than nonacademic feedback in predicting teacher expectancies. A 2-way multivariate analysis of variance showed that boys perceived more negative oral feedback than did girls, and fifth-grade students perceived more negative oral feedback on academic and nonacademic domains than did the third-and fourth-grade students. Furthermore, structural equation modeling results indicated a particularly strong relation between positive academic oral feedback and academic self-concept. STUDENT PERCEPTIONS OF TEACHER ORAL FEEDBACK 453IN CLASSROOM SETTINGS, CONCERNS about how teachers effectively motivate and improve their students' learning and achievement warrant much attention. Teachers' implicit expectations and students' self-fulfilling prophecies play an important role in student academic and social outcomes in classrooms (Rosenthal & Jacobson, 1968). Rosenthal and Jacobson's (1968) research found that students for whom teachers had high expectations for intellectual development displayed greater progress than did those for whom teacher expectations were lower. Brophy (1983) and Weinstein (1989) indicated that teacher expectations strongly influenced the expectations students have of themselves. On the basis of previous studies (e.g., Babad, 1990;Rosenthal, 1985), Blote (1995) proposed an empirical and theoretical framework to describe the links among teacher expectancy, teacher behavior, student perceptions, and student academic and social outcomes. Fundamental assumptions underlying this framework are that teacher expectancies affect teacher behavior. Students then form their perceptions with regard to teacher behavior toward the students themselves or toward hypothetical students. As a result, student perceptions may result in diverse student academic and social performance in classrooms. Findings from studies consistent with this framework have generally supported the importance of teacher expectancies as influences of students' performance in schools (e.g., Blote, 1995;Kuklinski & Weinstein, 2001).This study was designed using the theoretical framework proposed by Blote (1995). We first evaluated the relationship between teachers' expectancies and students' perceptions of teachers' oral feedback toward the students themselves. Gender and grade differences on students' perceptions of teachers' oral feedback were examined. We then specified and tested models relating students' perceptions of teachers' oral feedback to students' school self-concept. This research provides an important cross-cultural investigation of this...

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Teachers’ Use of Praise and Reprimands to Boys and Girls

Cited by 34 publications

References 11 publications

FORMakademisk 8-2 2015 THE WHOLE ISSUE

FORMakademisk 8-2 2015 THE WHOLE ISSUE

Good-bye, Mr. Chips: Male Teacher Shortages and Boys’ Reading Achievement

Relations of Student Perceptions of Teacher Oral Feedback With Teacher Expectancies and Student Self-Concept

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