Effects of Tiered Training on General Educators' Use of Specific Praise

By M. Thompson, Michelle Marchant, Darlene H. Anderson, M. Prater, Gordon S. Gibb. 2012

89 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/ae8b7d19020f745042fcc15f6b7ccafd27d6f614

How researchers see this paper

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

In Developmental and Educational Psychology

1. Margaret T. Floress
2. W. Reinke
3. Lyndsay N. Jenkins

Citations in the corpus

• A Systematic Review of Teacher-Delivered Behavior-Specific Praise on K–12 Student Performance (2019, unknown): “Praise can be more effective when it is specific and used intentionally as positive reinforcement (Brophy, 1981; Thompson, Marchant, Anderson, Prater, & Gibb, 2012).”
• RATES AND TYPES OF TEACHER PRAISE: A REVIEW AND FUTURE DIRECTIONS (2015, methodology): “Further, studies have demonstrated that teachers already in the field can be taught to give more behaviorspecific praise (Hawkins & Heflin, 2011; Kalis et al., 2007; Myers et al., 2011; Reinke et al., 2007; Reinke et al., 2008; Sutherland et al., 2000; Thompson et al., 2012).”