Creating a Positive Classroom Atmosphere: Teachers' Use of Effective Praise and Feedback.

By M. Conroy, K. Sutherland, Angela Snyder, Maha Al-Hendawi, Abigail K. Vo. 2009

125 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/831aaba5444d3207beeb26f717efc2a34bd212cb

How researchers see this paper

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

1. K. Diamond
2. Patricia A. Snyder
3. Laura M. Justice
4. Robert S. Siegler
5. Ellen L. Duchaine
6. K. Jolivette
7. L. Fredrick
8. R. Beghetto

Citations in the corpus

• Synthesis of IES Research on Early Intervention and Early Childhood Education. NCSER 2013-3001. (2013, background): “6 Glenn-Applegate et al. (2010); Greene, Pasnak, and Romero (2009); Pasnak et al. (2007); Pasnak, Cooke, and Hendricks (2006); Pence et al. (2010); Siegler and Ramani (2009); Conroy et al. (2009); Perlman and Fantuzzo (2010).”
• The Effect of Teacher Coaching with Performance Feedback on Behavior-Specific Praise in Inclusion Classrooms (2011, background): “Offered contingent on a student’s social or academic action, BSPS are effective when they occur frequently, in a timely manner, and are related to the student’s effort (Conroy et al., 2009; Simonsen et al., 2008) whether offered to individuals or class-wide.”