Specific Praise Improves On‐task Behaviour and Numeracy Enjoyment: A study of year four pupils engaged in the numeracy hour

By Karen L. Chalk, Lewis A. Bizo. 2004

150 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/7fcb4f5f655ad06464eedb984f2c42ccc50f7bad

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. B. Cavanaugh
2. Brandi Simonsen
3. G. Sugai
4. Lindsay M. Fallon
5. Diane Myers
6. L. Kern
7. K. McIntosh
8. Ashley S. Macsuga-Gage

In Experimental and Cognitive Psychology

1. B. Cavanaugh

In Statistics and Probability

1. Brandi Simonsen
2. B. Cavanaugh
3. Lindsay M. Fallon
4. G. Sugai
5. Diane Myers
6. Ashley S. Macsuga-Gage

Citations in the corpus

• The Effects of Self-Monitoring on Teachers’ Use of Specific Praise (2013, background): “Research has shown, for example, that increases in teachers’ specific praise are associated with increases in students’ on-task behavior (Chalk & Bizo, 2004; Sutherland, Wehby, & Copeland, 2000).”
• Increasing Secondary Teachers’ Behavior-Specific Praise Using a Video Self-Modeling and Visual Performance Feedback Intervention (2011, background): “…authors of this study operated under the assumption that the use of positive comments can assist in the establishment of an environment conducive to learning (Beaman & Wheldall, 2000; Gable, Hester, Rock & Hughes, 2009) and that BSPS may differentially enhance student effort (Chalk & Bizo, 2004).”
• Performance Feedback and Teachers' Use of Praise and Opportunities to Respond: A Review of the Literature (2012, background): “Praise is one of the most effective school-based strategies to decrease problem behavior and increase positive behavior (Chalk & Bizo, 2004; Good & Brophy, 1987; Kellam et al., 2008; Strain & Joseph, 2004; Sutherland, Wehby, & Copeland, 2000; Walker et al., 2004).”
• A Brief Review of Effective Teaching Practices That Maximize Student Engagement (2015, background): “In addition to increased engagement, other related benefits demonstrated include improvements in students’ intrinsic motivation, enjoyment of their work, and sense of self-efficacy (Cameron & Pierce, 1994; Chalk & Bizo, 2004).”
• A Systematic Review of Teacher-Delivered Behavior-Specific Praise on K–12 Student Performance (2019, unknown): “…& Stormont, 2011), instead focusing our review on articles where BSP was the main IV; (b) exclusion of articles where experimental design (e.g., Chalk & Bizo, 2004) or method and results sections (e.g., Caldarella et al., 2011) were not clearly defined; and (c) inclusion of only studies where…”
• Increasing Teachers’ Use of Praise with a Response-to-Intervention Approach (2011, background): “…addition, providing teachers with performance feedback has been associated with documented increases in the accurate use of specific and contingent praise (Chalk & Bizo, 2004; Keller et al., 2005; Reinke, Lewis-Palmer, & Martin, 2007; Sutherland et al., 2000), the dependent variable in this study.”
• Antecedent strategies to promote appropriate classroom behavior (2007, background): “Research has demonstrated that behavior-specific praise, or that which specifically identifies the particular desirable behavior the student is performing, is most effective in promoting appropriate behavior (e.g., Chalk & Bizo, 2004).”