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Floress, Margaret T.; Briesch, Amy M.; Jenkins, Lyndsay N.; Hampton, Kaylee A. – Behavioral Disorders, 2022
This study examined the generalizability and dependability of observational estimates of middle and high school teachers' use of praise and reprimands. Frequency of behavior-specific praise, general praise, and total reprimands were collected across 67, 20-min observations that took place during class-wide instruction in general education…
Descriptors: Positive Reinforcement, Middle School Teachers, High School Teachers, Discipline
Aoki, Naoko – International Journal of School & Educational Psychology, 2022
This study aimed to investigate teachers' intentions when praising students, and to compare these intentions between teachers in pre-primary educational facilities and in elementary schools. It is important to understand intentions of teachers for praising students because it will help them reflect on and improve their behaviors. A total of 166…
Descriptors: Preschool Teachers, Elementary School Teachers, Intention, Positive Reinforcement
Cristian Buendía-Atencio; Gilles Paul Pieffet; Vaneza Paola Lorett Velásquez – Journal of Chemical Education, 2022
Identifying and naming inorganic compounds is sometimes a challenge for many first-year chemistry and engineering students; however, these difficulties can be overcome after extensive practice using homework sets based on naming inorganic compounds or applying inorganic nomenclature rules. Werner is a card game in honor of Professor Alfred Werner…
Descriptors: Educational Games, Reinforcement, Chemistry, Science Education
Faith G. Miller; Nicole Swenson Wagner; Alexandria C. Robers – Preventing School Failure, 2025
Behavior specific praise (BSP) is widely regarded as an evidence-based classroom management strategy, with decades of research supporting its use. However, relatively few studies have examined the effect of BSP as a "targeted" intervention strategy, particularly for traditionally underrepresented students. The present study evaluated the…
Descriptors: Behavior Modification, Positive Reinforcement, Evidence Based Practice, Program Effectiveness
Simonsen, B.; Plumb, A.; Duble Moore, T.; Meyer, K.; Sears, S. – Center on Positive Behavioral Interventions and Supports, 2023
This brief addresses two evaluation questions: (1) What are the effects of supporting educators to intentionally intensify their practice on their overall implementation of targeted classroom practices (i.e., prompting, engaging, and praising)? and (2) What are the effects of educators intentionally intensifying their classroom practices on the…
Descriptors: Students with Disabilities, Classroom Techniques, Teaching Methods, Student Behavior
Orue, Izaskun; Fernández-González, Liria; Machimbarrena, Juan M.; González-Cabrera, Joaquin; Calvete, Esther – Youth & Society, 2023
Bystanders play a key role in understanding the phenomenon of cyberbullying (CB). The main aim of this study is to explore longitudinal bidirectional relationships among cyberbystanders' reaction, CB perpetration, and CB justification. Participants were 1,105 adolescents (56.7% girls; M[subscript age] = 13.56, SD = 1.21) who answered self-reported…
Descriptors: Bullying, Computer Mediated Communication, Audiences, Role
Staff, Anouck I.; Oosterlaan, Jaap; van der Oord, Saskia; de Swart, Fanny; Imeraj, Lindita; van den Hoofdakker, Barbara J.; Luman, Marjolein – School Mental Health, 2023
This cross-sectional study aimed to compare positive and corrective teacher feedback toward children with attention-deficit/hyperactivity disorder (ADHD) and typically developing children, and to examine whether the quality of the teacher-student relationship moderated associations between child behavior and teacher feedback. We observed and coded…
Descriptors: Attention Deficit Hyperactivity Disorder, Students with Disabilities, Feedback (Response), Teacher Role
Markelz, Andrew M.; Riden, Benjamin S.; Morano, Stephanie; Hazelwood, Alicia L.; Taylor, April M. – Journal of Positive Behavior Interventions, 2023
Research has demonstrated that behavior specificity is a salient characteristic of teacher praise efficacy. Praise variety may also be an important characteristic to reinforce desired student behavior based on research about the quality of reinforcers. In this study, we used an alternating treatments design to examine the effects of varied and…
Descriptors: Positive Reinforcement, Student Behavior, Time on Task, Program Effectiveness
Demir, Ibrahim; Sener, Ersin; Karaboga, Hasan Aykut; Basal, Ahmet – Participatory Educational Research, 2023
Classroom rules are a fundamental aspect of classroom management and ensuring compliance with established rules is crucial. Previous research has shown that students often pay little attention to the development of classroom rules. This quantitative study aims to investigate the expectations that students have concerning classroom rules. To this…
Descriptors: Classroom Techniques, Bayesian Statistics, Compliance (Psychology), Secondary School Students
Menzies, Holly M.; Chang, Ya-Chih; Smith-Menzies, Lucia – Beyond Behavior, 2023
This article discusses the use of behavior-specific praise (BSP), an effective technique for promoting prosocial behavior and managing classrooms. It addresses the criticism that BSP may reduce students' intrinsic motivation and offers directions on how to use BSP to provide students, especially those with challenging behaviors, with useful…
Descriptors: Behavior Modification, Positive Reinforcement, Prosocial Behavior, Classroom Techniques
Bolanle Oyundoyin; Udeme Samuel Jacob; Temiloluwa Oyundoyin; Oluchi Onasanya – Online Submission, 2023
This research article dealt with interpersonal communication skills among children and proactive stance to life's puzzles. A review of related literature was performed to examine interpersonal communication, interpersonal communication skills, interpersonal communication and a proactive stance in conflict resolution, and the development of…
Descriptors: Interpersonal Communication, Communication Skills, Interpersonal Competence, Conflict Resolution
Mnasri, Sami; Habbash, Manssour – Interactive Learning Environments, 2023
Accent recognition refers to the problem of inferring the native language of a speaker from his foreign-accented speech. Differences in accent are due to both articulation and prosodic characteristics. The automatic identification of foreign accents is valuable for different speech systems, such as speech recognition, speaker identification or…
Descriptors: Arabic, Blended Learning, Artificial Intelligence, English (Second Language)
Elizabeth Michael; Pamela Bailey; Gregory J. Benner; Sara Sanders – Beyond Behavior, 2023
In this article, we describe practical, usable ways teachers can build rapport with students, particularly students with and at risk for emotional and behavioral disorders. By establishing rapport, teachers can increase the effectiveness of the social and emotional learning curriculum and interventions delivered. Specifically, the warm welcomes,…
Descriptors: Social Emotional Learning, Teacher Student Relationship, At Risk Students, Classroom Environment
Ahmad Aseery – British Journal of Religious Education, 2024
Teachers in contemporary elementary classrooms are adopting diverse teaching strategies to encourage learners' motivation and engagement. This study aimed to identify ways of enhancing students' motivation and engagement in religious education classes at elementary levels. The study employed a systematic review design, utilising an online search…
Descriptors: Journal Articles, Elementary Education, Student Motivation, Learner Engagement
Jessica N. Torelli; Christina R. Noel; Kaitlin A. Morris; Evyn B. Hendrickson – Rural Special Education Quarterly, 2024
Effective use of classroom management practices is critical to creating positive classroom climates supporting students' academic and behavioral outcomes, and teachers in rural areas have a strong need for training in classroom management. One classroom management practice with significant support is behavior-specific praise (BSP). Research shows…
Descriptors: Online Courses, Electronic Learning, Peer Teaching, Coaching (Performance)