ERIC Number: EJ1069852
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
A Preliminary Investigation of Kindergarten Teachers' Use of Praise in General Education Classrooms
Floress, Margaret T.; Jenkins, Lyndsay N.
Preventing School Failure, v59 n4 p253-262 2015
It is well established that teacher praise has a positive effect on student disruptive behavior. However, there is little research suggesting how often Kindergarten teachers praise students in the classroom. This study aimed to collect praise frequency data across four general education Kindergarten classrooms. The type of praise teachers used and how teachers delivered praise were specifically analyzed. Results indicated that Kindergarten teachers praised students frequently and the rate of total praise was similar across teachers. Kindergarten teachers also used more general praise and fewer behavior-specific praises. However, Kindergarten rates of behavior-specific praise were higher in this study compared with other research. Continued research on general education teachers' rate of praise may be useful to schoolwide behavior intervention planning and teacher consultation.
Descriptors: Kindergarten, Investigations, Student Behavior, Positive Reinforcement, Recognition (Achievement), Classroom Techniques, Motivation Techniques, Incidence, Educational Practices, Intervention, Behavior Problems, Prevention, Classroom Environment, Observation, Multivariate Analysis, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Adjustment Scales for Children and Adolescents
Grant or Contract Numbers: N/A