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ERIC Number: ED033916
Record Type: RIE
Publication Date: 1969-Jun
Pages: 19
Abstractor: N/A
Reference Count: 0
Classroom Application of Structured Reinforcement.
Bemis, Katherine A.; Schroeder, Glenn B.
Results of pilot and field tests suggest that teachers should be encouraged to use the classroom management technique of structured reinforcement. In the 1967-68 pilot test 18 teachers (eight experimental and 10 control) systematically varied several parameters of reinforcement in classroom situations to determine their effects on the attainment of specified behavioral objectives. Use of teacher's conventional verbal praise was compared to use of a point system in which accumulation of a specified total resulted in a tangible reward. Results were assessed subjectively and statistically: teachers successfully applied learning principles to the classroom situation; children's classroom behavior improved (as compared to teachers' previous classes and to the control classes which took the same achievement tests); and motivation increased. Statistical results on the effects on cognitive and affective gain are not yet available for the larger 1968-69 field testing by 45 teachers in four states, but reactions continued to be positive. To use structured reinforcement the teacher should examine the entering behavior of his students; specify to himself the behavior he would like the class to demonstrate; specify to his class the behavior it is to exhibit; make a reward contingent upon its behavior; reward the desired behavior. (Included are lists of behaviors rewarded, suggested rewards, and anecdotal comments and suggestions of the pilot and field test teachers.) (JS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Southwestern Cooperative Educational Lab., Albuquerque, NM.