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The Effects of Visual Performance Feedback on Behavior-Specific Praise and Reprimands in Secondary Classrooms.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Effects of Visual Performance Feedback on Behavior-Specific Praise and Reprimands in Secondary Classrooms./
Author:	Rila, Ashley L.
Description:	1 online resource (144 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 82-02, Section: A.
Contained By:	Dissertations Abstracts International82-02A.
Subject:	Teacher education. -
Online resource:	click for full text (PQDT)
ISBN:	9798662481664

The Effects of Visual Performance Feedback on Behavior-Specific Praise and Reprimands in Secondary Classrooms.
Rila, Ashley L.

The Effects of Visual Performance Feedback on Behavior-Specific Praise and Reprimands in Secondary Classrooms. - 1 online resource (144 pages)

Source: Dissertations Abstracts International, Volume: 82-02, Section: A.

Thesis (Ph.D.)--The University of Iowa, 2020.

Includes bibliographical references

Teacher delivery of higher rates of behavior specific praise (BSP) than reprimands has been associated with numerous positive student outcomes (e.g., increased academic engagement, decreased student disruptions, improved academics). Unfortunately, research indicates teachers deliver more reprimands than praise statements. High school students receive the highest rates of discipline, with students of color receiving disproportionately higher rates than their white counterparts. Providing teachers with performance feedback is one promising approach for altering teacher behaviors with emerging evidence for improving equitable practices. In this multiple baseline across participants design, I investigated the effects of visual performance feedback on teachers' delivery of BSP and reprimands, as well as differential rates by race and gender in high school classrooms. Visual analysis indicated a functional relation between visual performance feedback for both BSP and reprimands. All four teachers had immediate and sustained increases in BSP and reprimands showed downward trends during intervention phases. Results related to which students received BSP and reprimands indicated some inequity by race and gender, though these results varied by teacher. Limitations, implications, and future research are discussed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798662481664Subjects--Topical Terms:

1148451
Teacher education.
Subjects--Index Terms:

Behavior specific praiseIndex Terms--Genre/Form:

554714
Electronic books.

The Effects of Visual Performance Feedback on Behavior-Specific Praise and Reprimands in Secondary Classrooms.
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502 $a Thesis (Ph.D.)--The University of Iowa, 2020.
504 $a Includes bibliographical references
520 $a Teacher delivery of higher rates of behavior specific praise (BSP) than reprimands has been associated with numerous positive student outcomes (e.g., increased academic engagement, decreased student disruptions, improved academics). Unfortunately, research indicates teachers deliver more reprimands than praise statements. High school students receive the highest rates of discipline, with students of color receiving disproportionately higher rates than their white counterparts. Providing teachers with performance feedback is one promising approach for altering teacher behaviors with emerging evidence for improving equitable practices. In this multiple baseline across participants design, I investigated the effects of visual performance feedback on teachers' delivery of BSP and reprimands, as well as differential rates by race and gender in high school classrooms. Visual analysis indicated a functional relation between visual performance feedback for both BSP and reprimands. All four teachers had immediate and sustained increases in BSP and reprimands showed downward trends during intervention phases. Results related to which students received BSP and reprimands indicated some inequity by race and gender, though these results varied by teacher. Limitations, implications, and future research are discussed.
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