Effects of praise training and increasing opportunities to respond on teachers' praise statements and reprimands during classroom instruction
Year: 2004
Type: article
Abstract: The purpose of this study was to extend the results of Sutherland, Wehby, and Yoder (2002), which suggested a correlational relationship between OTR and teacher praise in classrooms for students with EBD.The current study sought to extend Sutherland et al. (2002) by investigating a possible functional relationship between OTR and teacher praise in general education classrooms.Results from this study revealed no functional relationship between OTR and teacher praise.Furthermore, results showed no correlational relationship between OTR and naturally-occurring teacher praise; however, after praise training was implemented with two participants, there was a significant correlation between OTR and teacher praise.Lastly, the study revealed positive student and teacher perceptions of classroom instruction characterized by high rates of OTR and teacher praise.iii Dedicated to Emma Grace iv ACKNOWLEDGMENTS I would, first, like to thank my advisor, Stephanie Peterson, for all of her guidance, support, and encouragement throughout this entire process.Her outstanding classroom instruction, rapport with students, and research/writing skills are aweinspiring.Thank you for setting the bar so high.I would also like
Author: Laura Lacy Rismiller
Institution: The Ohio State University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2277384466