Teachers' Use of Approval and Disapproval in the Classroom

By Robyn Beaman, K. Wheldall. 2000

194 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/953bc642e9d925101c849c60597de22efd9e93f8

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In Social Psychology

Citations in the corpus

The Relationship Between Teachers’ Implementation of Classroom Management Practices and Student Behavior in Elementary School (2018, background): “Another empirically derived measure of teacher-initiated engagement is the provision of positive performance feedback to students, including both verbal and gestural feedback for student academic and social behavior (Beaman & Wheldall, 2000; Hattie & Timperley, 2007; Stronge et al., 2011).”
The Effects of Person Versus Performance Praise on Children’s Motivation: Gender and age as moderating factors (2007, background): “Perhaps because of the unsystematic way in which praise is typically delivered in classrooms, however, observational research has suggested that it is largely ineffective (see Beaman & Wheldall, 2000; Brophy, 1981).”
Increasing Teachers’ Use of Praise with a Response-to-Intervention Approach (2011, background): “The use of praise has been shown to be one of the most consistently effective teacher behaviors associated with improved student behavior (e.g., Beaman & Wheldall, 2000; Brophy, 1981; Brophy, 1983; Burnett, 2002; Ferguson & Houghton, 1992; Gross & Ekstrand, 1983; Rose & Church, 1998; Sutherland et…”
Increasing Secondary Teachers’ Behavior-Specific Praise Using a Video Self-Modeling and Visual Performance Feedback Intervention (2011, background): “The low rates of praise for students with EBD are insufficient, considering that teacher praise can serve as a powerful motivator for behavior (Beaman & Wheldall, 2000).”
The Mediating and Moderating Effects of Teacher Preference on the Relations between Students' Social Behaviors and Peer Acceptance (2007, background): “Across most cultures, controlling and correcting antisocial behaviors are the major socialization goals of classroom teachers (Kedar-Voivodas, 1983), who often spend much of their noninstruction time dealing with aggressive and disruptive students (Beaman & Wheldall, 2000).”
Antecedent strategies to promote appropriate classroom behavior (2007, background): “Unfortunately, research has indicated that teachers rarely use praise with general education students (Beaman & Wheldall, 2000) and are even less likely to use it with students who engage in challenging behavior (Shores et al., 1993).”
RATES AND TYPES OF TEACHER PRAISE: A REVIEW AND FUTURE DIRECTIONS (2015, methodology): “Despite this, Brophy is commonly cited as support for this relationship, for example, in studies such as Beaman and Wheldall, 2000; Burnett and Mandell, 2010; Kalis et al., 2007; Reinke et al., 2007, 2008; Sutherland et al., 2000. Since Brophy’s 1981 article, several authors have conducted intervent”
Teacher Progress Monitoring of Instructional and Behavioral Management Practices: An Evidence-Based Approach to Improving Classroom Practices (2014, background): “For example, the academic and behavioral literatures have indicated that praise statements should beused frequently and consistently (e.g., Albert, Heward, & Hippler, 1999; Beaman & Wheldall, 2000; Sutherland & Wehby, 2001).”
Success and Near Misses: Pre-Service Teachers' Use, Confidence and Success in Various Classroom Management Strategies. (2010, background): “Even though preservice teachers do not believe that theywill face student behavioural problems confronted by older teachers (Kearney, Plax, Sorensen, & Smith, 1988), positive classroom environments need to be conscientiously and actively planned for (Beaman & Wheldall, 2000).”
Specific Praise Improves On‐task Behaviour and Numeracy Enjoyment: A study of year four pupils engaged in the numeracy hour (2004, methodology): “Beaman and Wheldall (2000) reported teacher's use of praise increased when they received training in the effective use of praise and reprimands via applications such as the Behavioural Approach to Teaching Package (BATPACK), and Positive Teaching Packages (for example, Wheldall & Merrett, 1984, 1985”
A Systematic Review of Teacher-Delivered Behavior-Specific Praise on K–12 Student Performance (2019, unknown): “More recent studies have confirmed similar rates of praise with close agreement across United States, Canada, the United Kingdom, Australia, New Zealand, and Hong Kong (Beaman & Wheldall, 2000; Burnett & Mandel, 2010; Floress & Jenkins, 2015; Reinke et al., 2013).”
Increasing New Teachers’ Specific Praise Using a Within-School Consultation Intervention (2015, background): “One such classroom management practice with substantial empirical support, particularly at the elementary level, is specific praise (Beaman & Wheldall, 2000; Simonsen et al., 2008; Sutherland, Wehby, & Copeland, 2000).”
Effects of Tiered Training on General Educators' Use of Specific Praise (2012, background): “However, significant evidence indicates that teachers rarely use praise effectively in the classroom (Beaman & Wheldall, 2000; Brophy, 1981; Burnett, 2002; Ferguson & Houghton, 1992; Sutherland, Wehby, & Copeland, 2000).”
A Brief Review of Effective Teaching Practices That Maximize Student Engagement (2015, background): “Considering positive feedback is often used at low rates in the classroom (Beaman & Wheldall, 2000; White, 1975), teachers who strive to increase their use of positive feedback are likely to see substantial, beneficial effects on their students’ academic and behavioral outcomes.”
Self‐reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behaviour (2008, background): “However, as Beaman and Wheldall (2000) have noted, research into teacher behaviour has led to variable findings, with some Australian research concluding that teachers generally display lower incidences of praise than reprimand (Martin et al., 1999). As in previous research (Beaman, 2006; Wheldall e”