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ERIC Number: EJ1057512
Record Type: Journal
Publication Date: 2015-May
Pages: 14
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0033-3085
Rates and Types of Teacher Praise: A Review and Future Directions
Jenkins, Lyndsay N.; Floress, Margaret T.; Reinke, Wendy
Psychology in the Schools, v52 n5 p463-476 May 2015
The use of teacher praise in the classroom has been the subject of empirical research since the 1970s, but despite more than four decades of research on the use of teacher praise, large gaps continue to exist in the literature. Clarifying the role and benefit of teacher praise is particularly important because the use of positive, proactive strategies is promoted by large-scale behavior initiatives (e.g., Positive Behavior Interventions and Support). The goal of this review is to summarize the existing research on teacher praise, including rates of praise, types of praise, and the association between praise and student behavior. In addition to summarizing the extant literature, future directions for research are highlighted. This review reveals that there is a need for current, large-scale studies with consistent operational definitions that measure the rate of different types of praise across different grades and instructional activities, while simultaneously measuring student behavioral outcomes.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A100342; R305A130375; R305A130143