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ERIC Number: EJ456491
Record Type: Journal
Publication Date: 1992
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0305-5698
The Effects of Contingent Teacher Praise, as Specified by Canter's Assertive Discipline Programme, on Children's On-Task Behaviour.
Ferguson, Elizabeth; Houghton, Stephen
Educational Studies, v18 n1 p83-93 1992
Presents study results examining the effectiveness of teacher praise on children's on-task behavior. Describes Canter's Assertive Discipline, its use in Australia, and the basics of a study of the technique. Reports that all teacher subjects increased rates of praising following training, and all but one student improved levels of behavior. Concludes that improvements were temporary. (DK)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Teachers; Researchers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia