Home
Resource
The effects of school-based consultation on general education teachers' use of praise in the classroom
PDF
PDF format is widely accepted and good for printing.
Plug-in required
PDF-1(527.75 kb)
Citation & Export
View Usage Statistics
Staff View

Citation & Export
Hide

Simple citation

Barbarasch, Beth G.. The effects of school-based consultation on general education teachers' use of praise in the classroom. Retrieved from https://doi.org/doi:10.7282/T3TD9V9G

Export

Click here for information about Citation Management Tools at Rutgers.

Statistics
Hide

Description

TitleThe effects of school-based consultation on general education teachers' use of praise in the classroom
NameBarbarasch, Beth G. (author); Reddy, Linda A. (chair); Elias, Maurice J. (internal member); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created2013
Other Date2013-10 (degree)
SubjectSchool Psychology, Praise, Learning, Psychology of, School psychology, Teacher-student relationships
Extentviii, 67 p. : ill.
DescriptionDecades of research has shown that the single most effective method of improving students’ appropriate behavior in the classroom is behavioral praise, however it still continues to be one of the least used classroom practices in general education classrooms. Although teacher consultation has been deemed efficacious in improving teachers’ skills and competencies, few studies have investigated the utility of consultation on improving educators’ general classroom practices. The present study aimed to examine how teacher consultation can improve general education teachers’ use of praise in the classroom as well as the behavior functioning of their students, as perceived by the teacher. The study included thirty nine general education teachers who were assigned to one of three groups based on their baseline use of academic and behavioral praise: (1) below average rates of both academic and behavioral praise, (2) below average rates of behavioral praise and average rates of academic praise and (3) below average rates of behavioral praise and above average rates of academic praise. Moderating variables were also examined, specifically if already existing use of academic praise in the teachers’ daily practices could serve to increase their use of behavioral praise following consultation compared to teachers who use minimal academic praise at baseline. Within group effect sizes revealed that teachers’ use of academic and behavioral praise significantly increased following consultation in all three groups. Analysis of Covariance (ANCOVA) did not reveal any differences between groups at post-test, indicating that pre-existing use of academic praise did not serve as a moderator to improving behavioral praise. While teachers reported improvements in their own behavior, they did not report improvements in their students’ behavior functioning from baseline to post test. Implications for research and practice are outlined.
NotePsy.D.
NoteIncludes bibliographical references
Noteby Beth G. Barbarasch
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T3TD9V9G
Languageeng
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
Version 8.5.5
Rutgers University Libraries - Copyright ©2024