Effects of a Video-Feedback Intervention on Teachers’ Use of Praise

Pinter, Erika; East, Allison; Thrush, Nicole

doi:10.1353/etc.2015.0028

Cited by 25 publications

(29 citation statements)

References 24 publications

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“…Video feedback occurs when teachers watch video-recordings of their own teaching and self-evaluate their instruction (Pinter et al, 2015). Video feedback can be used with teacher praise statements.…”

Section: Video Feedbackmentioning

confidence: 99%

“…Here, consultants can reinforce the ease of implementation of the simple strategy of teacher praise. In several studies, teachers indicated that implementing praise statement does not interfere with instruction (Haydon & Musti-Rao, 2011;Myers et al, 2011;Pinter et al, 2015).…”

Section: Why Some Teachers May Not Praisementioning

confidence: 99%

“…After receiving training on the use of praise, all the teachers in studies reported that (a) praise was an acceptable strategy, (b) they would continue to implement the strategy in the future, and (c) they would tell their colleagues about the positive experience of using praise (Hawkins & Heflin, 2011;Haydon & Musti-Rao, 2011;Myers et al, 2011;Pinter et al, 2015). This feedback suggests that after receiving training, teachers enjoy using praise and are satisfied with the effects on student behavior.…”

Section: Why Some Teachers May Not Praisementioning

confidence: 99%

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Using Teacher Praise With Middle and High School Students

et al. 2020

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Teacher praise is an evidence-based strategy shown to increase appropriate prosocial behavior and decrease disruptive behavior, particularly with elementary school age students. In this article, we provide direction and recommendations for using positive feedback with middle and high school students. A review of the research literature, guidelines for implementation, and online resources are presented, along with a case study example designed to apply the implementation guidelines in a secondary school setting.

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Section: Video Feedbackmentioning

confidence: 99%

Section: Why Some Teachers May Not Praisementioning

confidence: 99%

Section: Why Some Teachers May Not Praisementioning

confidence: 99%

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Using Teacher Praise With Middle and High School Students

et al. 2020

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“…SM treatments frequently include GS, performance feedback (PF), reinforcement, and technology (Bruhn et al, 2015). GS and PF are common within practitioner studies related to classroom management (Briere et al, 2015; Kalis et al, 2007; Oliver et al, 2015; Pinter et al, 2015; Sutherland & Wehby, 2001). GS, like SM, has demonstrated lengthy empirical support and has been referred to as “one of the building blocks for designing effective behavior change interventions” (Epton et al, 2017, p. 1189).…”

mentioning

confidence: 99%

The Effects of a Multicomponent Self-Monitoring Intervention on the Rates of Pre-Service Teacher Behavior-Specific Praise in a Masked Single-Case Experimental Design

Sallese

Vannest

2020

Journal of Positive Behavior Interventions

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The effects of self-monitoring (SM) on teacher behavior are well documented, but previous research does not attempt to control for reactivity as a threat to internal validity. This study examined the effects of a multicomponent SM intervention on the use of a classroom management practice with participant masking to address this absence in the literature. Participating teachers selected between two practices (behavior-specific praise and opportunities to respond). A multiple baseline design across four pre-service teacher interns occurred in general education classroom settings. Participant masking to the purpose of the study precluded exposure to SM, performance feedback, and goal setting. Analyses included an independent visual analysis by three masked raters, an independent quality review for What Works Clearinghouse standards, a nonparametric statistical analysis based on data characteristics, and correspondence reporting between visual and statistical analyses. Overall results indicated an increase in the rate of classroom management practice use by the participants and good social validity across the three constructs. Student outcome data for on-task behavior were inconclusive. Limitations and implications for research and practice are discussed.

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“…To assist in the acquisition of the target behavior, Haring and Eaton (1978) An individual should receive certain interventions for where they are in the hierarchy (Ardoin & Daly, 2007;Daly et al, 1996), and there are many different evidence-based ways to train teachers how to utilize praise in the classroom (Cavanaugh, 2013;Pinter, East, & Thrush, 2015). Because the introduction of noncontingent praise is most likely a new concept, the current researchers followed the recommendations of an individual in the acquisition stage.…”

Section: Training Of An Interventionmentioning

confidence: 99%

The Effects of Noncontingent Praise (NCP) on Classroom Behavior

Poirot¹

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Supportive teacher-student relationships (TSR) contribute to students' academic achievement, adjustment to school, social skills, and engagement in learning (Rimm-Kaufman & Sandilos, n.d.). In addition, supportive TSR can act as a buffer for at-risk children against more serious behavioral (Spilt et al., 2011), social (Elledge, Elledge, Newgent, & Cavell, 2016), and academic (Fan 2012; Rimm-Kaufman & Sandilos, n.d.) problems. Teacher-student relationships are defined as the interpersonal patterns of behavior between the student and the teacher (Veldman et al., 2013), most often categorized as the degree of closeness and conflict that the student and teacher feel towards the other (Hagenauer, Haschler, & Volet, 2015; Jerome, Hamre, & Pianta, 2009; Rimm-Kaufman & Sandilos, n.d.; Spilt et al., 2011). In a study of six elementary schools, Klem and Connell (2004) found 89% of students reported more engagement in school if they had positive TSR. They also found that student-reported engagement was linked to higher attendance and test scores. While supportive teacher-student relationships areimportant for student outcomes, they are also important for teacher outcomes. Research suggests that supportive TSR are imperative for the job satisfaction of teachers

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Effects of a Video-Feedback Intervention on Teachers’ Use of Praise

Cited by 25 publications

References 24 publications

Using Teacher Praise With Middle and High School Students

Using Teacher Praise With Middle and High School Students

The Effects of a Multicomponent Self-Monitoring Intervention on the Rates of Pre-Service Teacher Behavior-Specific Praise in a Masked Single-Case Experimental Design

The Effects of Noncontingent Praise (NCP) on Classroom Behavior

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