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ERIC Number: EJ1169672
Record Type: Journal
Publication Date: 2018-Mar
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0033-3085
Professional Development to Increase Teacher Behavior-Specific Praise: A Single-Case Design Replication
Gage, Nicholas A.; Grasley-Boy, Nicolette M.; MacSuga-Gage, Ashley S.
Psychology in the Schools, v55 n3 p264-277 Mar 2018
Effective classroom instruction is contingent upon successful classroom management. Unfortunately, not all teachers successfully manage classroom behavior and need in-service professional development. In this study, we replicated a targeted professional development approach that included a brief one-on-one training session and emailed visual performance feedback to increase novice teachers' use of behavior-specific praise, an evidence-based classroom management skill. Dependent variables collected through direct observation included teachers' behavior-specific praise along with average student engagement and disruptions. Four elementary teachers participated and, based on a multiple-baseline single-case design, we found a functional relationship between the targeted professional development and teachers' increased use of behavior-specific praise. However, because of variability and one teacher's limited response, effect sizes were small for behavior-specific praise and little change was observed in student behaviors. These findings warrant further research to determine which classroom management skills affect student behaviors overall, as well as continued evaluation of this professional development model and using school-based coaches.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A