We consider the effect on estimation of simultaneous variable centering and interaction effects in linear regression. We technically define, review, and amplify many of the statistical issues for interaction models with centering in order to create a useful and compact reference for teachers, students, and applied researchers. In addition, we…

This Education Endowment Foundation (EEF) guidance report is designed to support senior leaders in primary and secondary schools to make better-informed decisions about their behaviour strategies. It includes a number of practical examples of programmes and approaches that should be helpful in schools and classrooms where behaviour is generally…

Classroom management is a critical skill area. Teachers should be trained and supported in implementing practices that are likely to be successful; that is, practices that are backed by evidence. The purpose of this paper is to describe the outcomes of a systematic literature search conducted to identify evidence-based classroom management…

Briefly reviews the research literature concerning the overjustification effect. The effect describes the situation where positive reinforcement reduces one's intrinsic motivation for a behavior, thereby decreasing the probability that the behavior will be repeated. Notes the limitations of this explanation and recommends a broader representation…

The behavior of special education students (age 12 and 16) was evaluated as they were presented with 2 academic response alternatives on concurrent reinforcement schedules. Both subjects allocated higher rates of responses to the richer schedule of reinforcement, although only 1 responded exclusively to the richer schedule. (Author/JDD)

Describes a study that examined the effects of various computer reinforcement responses, including graphics and/or sound, on students' attentiveness to the program. Implications for educational software design are discussed. (CLB)

Reports on a study to determine the impact of feedback on academic achievement. Finds that students who received daily feedback scored significantly better on tests than students who received partial or no feedback. Maintains that the benefits to students outweigh any difficulties for teachers. (CFR)

Reports on the misconceptions held about behavior analysis among students in two advanced undergraduate courses in behavior modification. Finds that only 3 of 13 common misconceptions were held widely. Reveals that these three misconceptions were resistant to change. (CFR)

Meta-analysis was used to assess the effect of metacognitive instruction on reading comprehension. Twenty studies from the reading research literature were compiled and quantitatively synthesized. Results affirm the effectiveness of metacognitive strategies, especially for junior high school students. Textual inconsistency awareness,…

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.…

Looks at effective teaching research in order to identify a "correct" teaching sequence. Analyzes rehearsals to determine how teachers with varied levels of training and experience conformed to the optimal sequence. Finds that teachers spent too little time in correct sequences and failed to use enough positive reinforcement. (Author/LS)