Performance Feedback and Teachers' Use of Praise and Opportunities to Respond: A Review of the Literature

By B. Cavanaugh. 2012

114 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/bfde37f6220b8f291bcf3c3431eac277ceb943ff

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. C. Dunst

In Education

1. Deborah W. Hamby
2. C. Dunst
3. M. Bruder
4. C. Trivette
5. Harry Fletcher-Wood
6. Sam Sims

Citations in the corpus

• Metasynthesis of In-Service Professional Development Research: Features Associated with Positive Educator and Student Outcomes. (2015, background): “Ten investigators explicitly stated that ongoing follow-up supports were a factor that reinforced in-service training, whereas three investigators made statements, or it could be surmised, that follow-up supports contributed to positive outcomes (Cavanaugh, 2013; Ingersoll and Kralik, 2004; Saylor a”
• A Systematic Review of Teacher-Delivered Behavior-Specific Praise on K–12 Student Performance (2019, unknown): “Third, we calculated between-case standardized mean difference (BC-SMD; Hedges, Pustejovsky, & Shadish, 2012, 2013) effect sizes for the five included studies where the three participant minimum criterion was met (Valentine, Tanner-Smith, Pustejovsky, & Lau, 2016).”