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Ramon Cardenas – Update: Applications of Research in Music Education, 2024
Feedback is widely recognized as an effective instructional tool. Different feedback types and the efficacy of their role in the classroom have been researched extensively because all forms of feedback are impressionable to students. Research findings have indicated ways that feedback has been implemented into the classroom successfully. In this…
Descriptors: Feedback (Response), Music Education, Teaching Methods, Role
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Caitlin J. Criss; Stephanie M. Devine; Cynthia C. Massey – Journal of the American Academy of Special Education Professionals, 2024
Teacher implementation of evidence-based practices (EBPs) is critical for student success, yet a gap remains between research to practice. Two EBPs that specifically promote student engagement and positive behavior are specific praise (BSP) and active student responding (OTR). Unfortunately, many classroom teachers, specifically pre-service…
Descriptors: Preservice Teacher Education, Preservice Teachers, Special Education Teachers, Feedback (Response)
Ian Louis Cohen – ProQuest LLC, 2024
This study addressed teacher perspectives of behavior management in the post-virtual learning classroom. The problem that was addressed was the decline of middle school student classroom behavior compared to the pre-pandemic classroom, which is crucial for educators due to its influence on the quality of teaching and learning. The purpose of this…
Descriptors: Teacher Attitudes, Electronic Learning, Student Behavior, Pandemics
Katarina Radi – ProQuest LLC, 2024
The topic of praise and more specifically, behavior-specific praise, in special education is complex. It requires an investigation of multiple types of praise in a variety of settings and a variety of individuals with even more severe intellectual and developmental disabilities and other impairments (IDDI). Historically, in much research,…
Descriptors: Meta Analysis, Special Education, Student Behavior, Severe Disabilities
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Drake, Kevallyn R.; Nelson, Gena – Psychology in the Schools, 2021
Previous research documents the positive impacts that teacher praise can have on students' behavior in the classroom; positive praise is a reinforcer that improves and maintains appropriate classroom behavior. Identifying current trends in natural rates of praise--praise that occurs in the absence of specific intervention or training--may help…
Descriptors: Positive Reinforcement, Classroom Techniques, Student Behavior, Teacher Student Relationship
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Fu, Yuan-Chih; Chan, Sheng-Ju; Huang, Shi-Ming; Lee, Ya-Hui – Studies in Higher Education, 2021
Research productivity has been a critical issue in terms of academic development in higher education. In this study, we adopt a life-course perspective to examine the personal factors, mostly age-related, affecting research productivity in a Taiwanese research-oriented university. Covering a time series of 20 years, our dataset includes individual…
Descriptors: Foreign Countries, Research Universities, College Faculty, Teacher Researchers
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Holtz, Jill W.; Daly, Edward J. – Contemporary School Psychology, 2021
Learning to revise one's writing is a critical part of learning how to write. However, critical feedback and demands to make revisions can make writing aversive for some students, particularly students with poor writing skills. Allowing students to escape further writing tasks contingent on making revisions to written drafts (differential negative…
Descriptors: Revision (Written Composition), Reinforcement, Behavior Modification, Teaching Methods
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Farmer, Ryan L.; Zaheer, Imad; Duhon, Gary J.; Ghazal, Stephanie – Canadian Journal of School Psychology, 2021
Through innovation in research and self-correction, it is inevitable that some practices will be replaced or be discredited for one reason or another. De-implementation of discredited and low-value practices is a necessary step for school psychologists' maintenance of evidence-based practices and to reduce unnecessary costs and risk. However,…
Descriptors: Program Implementation, Applied Behavior Analysis, Learning Theories, School Psychology
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Wu, Jiun-Yu; Yang, Christopher C. Y.; Liao, Chen-Hsuan; Nian, Mei-Wen – Educational Technology & Society, 2021
This methodological-theoretical synergy provides an integrative framework of learning analytics through the development of the human-and-machine symbiotic reinforcement learning. The framework intends to address the challenges of the current learning analytics model, including a lack of internal validity, generalizability, immediacy,…
Descriptors: Learning Analytics, Electronic Learning, Man Machine Systems, Artificial Intelligence
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Wei, Qi; Machalicek, Wendy; Crowe, Becky; Kunze, Megan; Rispoli, Mandy – Education and Training in Autism and Developmental Disabilities, 2021
This article reviewed behavioral treatment of restricted and repetitive behavior and interests (RRBIs) specifically for children with autism spectrum disorder (ASD) 8 years of age and younger. Empirical studies published in the last decade that examined the effects of behavioral interventions for RRBIs in young children with ASD were reviewed.…
Descriptors: Autism, Pervasive Developmental Disorders, Behavior Problems, Interests
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Verseveld, Marloes D. A.; Fekkes, Minne; Fukkink, Ruben G.; Oostdam, Ron J. – Child Development, 2021
This study investigates the effectiveness of the PRIMA antibullying program for elementary education using a cluster-randomized trial with two experimental conditions (with and without student lessons) and a control group. Students of 31 schools participated in the study (N = 3,135; M[subscript age] = 10 years). Multilevel regression analyses…
Descriptors: Program Effectiveness, Bullying, Elementary School Students, Elementary School Teachers
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Markelz, Andrew M.; Riden, Benjamin S.; Zoder-Martell, Kimberly A.; Miller, Joseph E.; Bolinger, Sarah J. – Journal of Positive Behavior Interventions, 2021
Supported by decades of research on praise and its effect on student behaviors, we developed the Behavior-Specific Praise--Observation Tool (BSP-OT) to measure characteristics of effective praise. We evaluated interrater reliability of the BSP-OT to measure praise specificity, contingency, and variety using intraclass correlation (ICC) and Cohen's…
Descriptors: Test Reliability, Classroom Observation Techniques, Positive Reinforcement, Interrater Reliability
Brezack, Natalie; Radovanovic, Mia; Woodward, Amanda L. – Grantee Submission, 2021
Children learn to perform actions on artifacts in their environments from infancy, but the ways caregivers support this learning during everyday interactions are relatively unexplored. This study investigated how naturalistic caregiver-child teaching interactions promoted conventional action learning in toddlers. Caregivers of 32 24- to…
Descriptors: Toddlers, Learning Processes, Interaction, Caregiver Child Relationship
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He-Yueya, Joy; Singla, Adish – International Educational Data Mining Society, 2021
The prevalence of online education systems provides opportunities to deliver personalized learning at scale. Educational systems need to assess students so that they can provide better curricula tailored to each student's unique needs. Since there is a limited amount of time for quizzing a student, we need to test each student using those…
Descriptors: Tests, Educational Policy, Reinforcement, Teaching Methods
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Alakhzami, Maryam; Chitiyo, Morgan – Journal of Autism and Developmental Disorders, 2022
Children with autism spectrum disorders (ASD) have a high risk of developing self-injurious behavior (SIB), which is often a result of deficits in communication skills. The use of functional communication training (FCT) to address SIB maintained by negative reinforcement among children with ASD is supported by an emerging trend of behavioral…
Descriptors: Autism, Pervasive Developmental Disorders, Self Destructive Behavior, Injuries
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