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The effects of school-based consultation on general education teachers' use of praise in the classroom

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TitleInfo
Title
The effects of school-based consultation on general education teachers' use of praise in the classroom
TitleInfo (type = alternative)
Title
Effects of consultation on teachers' use of praise
Name (type = personal)
NamePart (type = family)
Barbarasch
NamePart (type = given)
Beth G.
NamePart (type = date)
1987-
DisplayForm
Beth Barbarasch
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Reddy
NamePart (type = given)
Linda A.
DisplayForm
Linda A. Reddy
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Elias
NamePart (type = given)
Maurice J.
DisplayForm
Maurice J. Elias
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Applied and Professional Psychology
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2013
DateOther (qualifier = exact); (type = degree)
2013-10
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
Decades 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.
Subject (authority = RUETD)
Topic
School Psychology
Subject (authority = ETD-LCSH)
Topic
Praise
Subject (authority = ETD-LCSH)
Topic
Learning, Psychology of
Subject (authority = ETD-LCSH)
Topic
School psychology
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_4549
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
viii, 67 p. : ill.
Note (type = degree)
Psy.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Beth G. Barbarasch
Subject (authority = ETD-LCSH)
Topic
Teacher-student relationships
RelatedItem (type = host)
TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Identifier (type = local)
rucore10001800001
Location
PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
NjNbRU
Identifier (type = doi)
doi:10.7282/T3TD9V9G
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Barbarasch
GivenName
Beth
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2013-03-26 10:07:59
AssociatedEntity
Name
Beth Barbarasch
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

RULTechMD (ID = TECHNICAL1)
ContentModel
ETD
OperatingSystem (VERSION = 5.1)
windows xp
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