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Increasing Secondary Teachers’ Behavior-Specific Praise Using a Video Self-Modeling and Visual Performance Feedback Intervention (2011, background): “Teacher praise is a naturalistic and nonintrusive consequence that has been shown to be effective in classroom management (Beaman & Wheldall, 2000; Richardson & Shupe, 2003) and for increasing task engagement while reducing problem behavior (Ferguson & Houghton, 1992; Gorman-Smith, 2003; Sutherland,”
Praise and feedback in the primary classroom: Teachers' and students' perspectives (2010, background): “However, many researchers (Brophy, 1981; Gable et al. 2009; Hattie & Timperley 2007; Kalis, Vannest, & Parker 2007; Lannie, & McCurdy, 2007; Nicol & Macfarlane-Dick, 2005) have consistently reported that general praise is not effective unless it is contingent on a behaviour or targeted on a task.”
Relation of teacher self-efficacy and classroom practices: A preliminary investigation (2018, background): “The CSAS measures how often teachers utilize effective instruction and classroom behavioral management practices found related to student learning (e.g., Gable et al., 2009; Moore Partin, Robertson, Maggin, Oliver, & Wehby, 2010; Reddy, Fabiano, Dudek, & Hsu 2013c; Reddy & Dudek, 2014).”