A mass observation study of student and teacher behaviour in British primary classrooms

Apter, Brian; Arnold, Christopher; Swinson, Jeremy

doi:10.1080/02667361003768518

Cited by 34 publications

(15 citation statements)

References 13 publications

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“…Rates of verbal approval by teachers in the classroom have consistently been shown to be positively associated with on-task pupil behaviour (Apter, Arnold, & Swinson, 2010;Chalk & Bizo, 2004;Wheldall, Houghton, & Merrett, 1989). Both Wheldall et al (1989) and Harrop and Swinson (2000) found that teachers' verbal approval tended to be directed at academic pupil behaviours and disapproval directed at social behaviours.…”

Section: Teacher and Pupil Behaviourmentioning

confidence: 94%

Teacher stress and pupil behaviour explored through a rational-emotive behaviour therapy framework

Robertson

Dunsmuir

2013

Educational Psychology

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Using the psychological framework of rational-emotive behaviour therapy, the principal aim of this study was to establish whether irrational beliefs, selfefficacy or pupil behaviour predicted teacher reports of stress. A secondary aim was to establish whether these variables, in addition to teachers' verbal feedback to pupils in class, predicted on-task pupil behaviour. Participants consisted of 58 teachers from five secondary schools, who completed three self-report questionnaires examining teacher stress, self-efficacy and irrational beliefs. In addition, both teachers and pupils were systematically observed in class using a structured schedule. The results indicated that high self-reported irrational beliefs and low self-efficacy predicted high levels of teacher stress. In addition, high self-efficacy and low levels of negative comments directed at pupils' social behaviour and academic work in the classroom predicted high levels of on-task pupil behaviour. The implications for supporting teachers in these areas are discussed.

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Section: Teacher and Pupil Behaviourmentioning

confidence: 94%

Teacher stress and pupil behaviour explored through a rational-emotive behaviour therapy framework

Robertson

Dunsmuir

2013

Educational Psychology

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“…Increased rates of positive feedback are associated with decreases in the frequency of student off-task behavior and increases in active engagement with instruction (Apter, Arnold, & Swinson, 2010;Sutherland, Wehby, & Copeland, 2000). Englemann andCarnine (1991) andTrussell (2008) highlight the necessity of instructional feedback being delivered consistently after a desired or appropriate student response.…”

Section: Positive Feedbackmentioning

confidence: 99%

“…Positive feedback has been associated with increasing student achievement as measured by engagement, and a decrease in disruptive behaviors (Apter et al, 2010;Brophy, 1981;Gable, Hester, Rock, & Hughes, 2009, Matheson & Shriver, 2005. Most often referred to as praise when delivered verbally, positive feedback serves to reinforce desired behavior -which in turn can serve to decrease disruptive behaviors, and increase time engaged with instruction (Pisacreta, Tincani, Connell, & Axelrod, 2011).…”

Section: Positive Feedbackmentioning

confidence: 99%

“…As has been repeatedly stressed in the literature, the continued use of negative feedback for an undesirable behavior is an indication that instruction is not working (Gunter & Coutinho, 1997;Gunter, Denny, Jack, Shores, & Nelson, 1993;Hattie & Timperley, 2007;Scott, Anderson, & Alter, 2011). While feedback of all kinds is necessary in learning, to see greater student engagement teachers must focus on creating instructional environments that promote more positive than negative feedback (Gunter & Coutinho, 1997;Hattie & Timperley, 2007;Apter et al, 2010;Gable et al, 2009;Sutherland et al, 2000). Throughout the literature there is general consensus that the ratio of positive to negative feedback should be in the area of three or four to one (3:1 -4:1).…”

Section: Positive Feedbackmentioning

confidence: 99%

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Examining the effectiveness of implementing Orton-Gillingham reading intervention on student engagement for elementary students with challenging behaviors.

Evanovich

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“…Feedback is perhaps one of the most powerful practices teachers have readily available to improve student prospects, including raising student achievement (Hattie & Timperley, 2007) and managing student behavior (Simonsen et al, 2008). Teachers who engage in high rates of effective feedback have a significant impact on their students, decreasing their disruptive behavior and increasing their time on-task and achievement levels (e.g., Apter, Arnold, & Swinson, 2010;Brophy, 1981;Matheson & Shriver, 2005). Teacher feedback includes verbal and nonverbal responses to students, wherein teachers provide information regarding students' academic or behavioral performance.…”

Section: Feedback Interventionsmentioning

confidence: 99%

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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A mass observation study of student and teacher behaviour in British primary classrooms

Cited by 34 publications

References 13 publications

Teacher stress and pupil behaviour explored through a rational-emotive behaviour therapy framework

Teacher stress and pupil behaviour explored through a rational-emotive behaviour therapy framework

Examining the effectiveness of implementing Orton-Gillingham reading intervention on student engagement for elementary students with challenging behaviors.

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

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