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ERIC Number: ED547803
Record Type: Non-Journal
Publication Date: 2012
Pages: 134
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2675-2504-8
Increasing New Teachers' Specific Praise Using a Within-School Consultation Intervention
Briere, Donald E., III
ProQuest LLC, Ph.D. Dissertation, University of Connecticut
This dissertation explored the effects of within-school consultation provided by mentors (i.e., veteran teachers) on new teachers' specific praise rates during teacher-directed instruction. Specific praise is an empirically-supported classroom management strategy associated with increases in desired academic and social student outcomes when implemented appropriately in classrooms. Unfortunately, new teachers often begin their careers without the background knowledge, strategies, or support to implement this strategy effectively and consistently. I investigated the effects of a within-school consultation intervention, which involved self-management, regular structured meetings, and focused performance feedback on new teachers' specific praise rates across three new teachers and their assigned mentors using a concurrent multiple-baseline across participants design. Specific praise rates increased for each new teacher when within-school consultation was implemented, indicating a functional relationship. In addition, students' on-task behavior increased during the intervention phase. Implications for policymakers, practitioners, and researchers are discussed in detail. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A