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ERIC Number: ED181013
Record Type: RIE
Publication Date: 1979-Oct
Reference Count: 0
Teacher Praise: A Functional Analysis. Occasional Paper No. 28.
Brophy, Jere E.
Classroom process data indicate that teacher praise cannot be equated with reinforcement. Often it is not even intended as reinforcement, and when it is, it frequently has some other function. The meanings and functions of behaviors typically included under the category of teacher praise are determined by the degree of congruence between verbal and nonverbal components and by the context in which the interaction occurs. Much teacher praise is determined more by teachers' perceptions of student needs than by the quality of student conduct or performance. (Author)
Descriptors: Interaction Process Analysis, Motivation Techniques, Positive Reinforcement, Responses, Student Reaction, Student Teacher Relationship, Teacher Attitudes, Teacher Behavior, Teacher Response
Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($3.50)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.