Teacher Praise and Feedback and Students' Perceptions of the Classroom Environment

By P. Burnett. 2002

199 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/95c053f06dcbfb6ccd8d18411391f12687624830

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In Education

Citations in the corpus

The Effects of Person Versus Performance Praise on Children’s Motivation: Gender and age as moderating factors (2007, background): “For example, teachers tend to give boys more negative feedback than girls (Burnett, 2002), especially for non-intellectual matters such as messy papers or unruly behaviour (Dweck, Davidson, Nelson, & Enna, 1978).”
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).”
Specific Praise Improves On‐task Behaviour and Numeracy Enjoyment: A study of year four pupils engaged in the numeracy hour (2004, background): “Burnett (2002) suggests teachers should use effort rather than ability feedback to strengthen relationships with students.”
Praise and feedback in the primary classroom: Teachers' and students' perspectives (2010, methodology): “Burnett (2001, 2002) conducted quantitative questionnaire-based studies that investigated primary students’ preferences for teacher praise as well as the relationships between teacher praise and feedback and students’ perceptions of their relationship with their teacher and their classroom…”
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 a”
Perceived Challenge, Teacher Support, and Teacher Obstruction as Predictors of Student Engagement (2017, background): “Furthermore, students who perceived their teachers as frequently providing negative feedback reported a more negative relationship with them (Burnett, 2002).”
Attentive Facework During Instructional Feedback: Key to Perceiving Mentorship and an Optimal Learning Environment (2008, background): “, 2007; Ryan & Patrick, 2001), affect for a class (Burnett, 2002; Rosenfeld 1983), and*inversely*tendency toward disruptive behavior (Ryan & Patrick, 2001); all have associated with supportive climate perceptions.”
The Power of Feedback (2007, background): “Burnett (2002) and Elwell and Tiberio (1994) reported a similar percentage among elementary students and found that”
Online peer assessment: effects of cognitive and affective feedback (2011, background): “There are many studies of praise given by teachers (Brophy 1981; Burnett 2002; Elawar and Corno 1985; Elwell and Tiberio 1994; Page 1958; White and Jones 2000; Wilkinson 1981), but few of them focus on praise that is given by peers.”
Teacher Stress and Students’ School Well-being: the Case of Upper Secondary Schools in Stockholm (2020, background): “…of the concept have been pointed out in previous studies, including responsiveness (Teven, 2001, 2007), giving praise to students who do well and works hard in school (Burnett, 2002), rewarding good behavior, willingness to listen, and the ability to reduce anxiety (Bulach, Brown, & Potter, 1998).”