RATES AND TYPES OF TEACHER PRAISE: A REVIEW AND FUTURE DIRECTIONS

The use of teacher praise in the classroom has been the subject of empirical research since the 1970s, but despite more than four decades of research on the use of teacher praise, large gaps continue to exist in the literature. Clarifying the role and benefit of teacher praise is particularly import...

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Published inPsychology in the schools Vol. 52; no. 5; pp. 463 - 476
Main Authors Jenkins, Lyndsay N., Floress, Margaret T., Reinke, Wendy
Format Journal Article
LanguageEnglish
Published Hoboken Blackwell Publishing Ltd 01.05.2015
Wiley Subscription Services, Inc
Subjects
Behavior
Correlation
Literature Reviews
Positive Reinforcement
Student Behavior
Teacher Behavior
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ISSN0033-3085
1520-6807
DOI10.1002/pits.21835

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Summary:The use of teacher praise in the classroom has been the subject of empirical research since the 1970s, but despite more than four decades of research on the use of teacher praise, large gaps continue to exist in the literature. Clarifying the role and benefit of teacher praise is particularly important because the use of positive, proactive strategies is promoted by large‐scale behavior initiatives (e.g., Positive Behavior Interventions and Support). The goal of this review is to summarize the existing research on teacher praise, including rates of praise, types of praise, and the association between praise and student behavior. In addition to summarizing the extant literature, future directions for research are highlighted. This review reveals that there is a need for current, large‐scale studies with consistent operational definitions that measure the rate of different types of praise across different grades and instructional activities, while simultaneously measuring student behavioral outcomes.
Bibliography:istex:71CCBD5B7F0CC6E569A83E47D344117384DA203C
ArticleID:PITS21835
Institute of Educational Sciences, U.S. Department of Education - No. R305A100342; No. R305A130375; No. R305A130143
ark:/67375/WNG-RDNKW5BZ-2
The research reported here was supported by the Institute of Educational Sciences, U.S. Department of Education, through Grants R305A100342, R305A130375, and R305A130143 to the third author. The opinions expressed are those of the authors and do not represent the views of the Institute or the U.S. Department of Education.
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ISSN:0033-3085
1520-6807
DOI:10.1002/pits.21835