A Preliminary Investigation of Kindergarten Teachers' Use of Praise in General Education Classrooms
A Preliminary Investigation of Kindergarten Teachers' Use of Praise in General Education Classrooms
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DOI：
10.1080/1045988x.2014.942834
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发表时间：
2015-01-01
影响因子：
0.9
通讯作者：
Jenkins, Lyndsay N.
中科院分区：
文献类型：
--
作者：
Floress, Margaret T.;Jenkins, Lyndsay N.
教师表扬对学生的破坏性行为有积极的影响。然而，很少有研究表明幼儿园教师在课堂上表扬学生的频率。本研究旨在收集四个通识教育幼儿园教室的表扬频率数据。具体分析了教师使用表扬的类型以及教师如何进行表扬。结果表明，幼儿园教师经常表扬学生，总的表扬率是相似的教师。幼儿园教师也更多地使用一般性表扬，更少地使用针对具体行为的表扬。然而，本研究中幼儿园儿童的行为表扬率高于其他研究。对通识教师表扬率的持续研究，将有助于学校行为干预计划的制定和教师咨询。
It is well established that teacher praise has a positive effect on student disruptive behavior. However, there is little research suggesting how often Kindergarten teachers praise students in the classroom. This study aimed to collect praise frequency data across four general education Kindergarten classrooms. The type of praise teachers used and how teachers delivered praise were specifically analyzed. Results indicated that Kindergarten teachers praised students frequently and the rate of total praise was similar across teachers. Kindergarten teachers also used more general praise and fewer behavior-specific praises. However, Kindergarten rates of behavior-specific praise were higher in this study compared with other research. Continued research on general education teachers' rate of praise may be useful to schoolwide behavior intervention planning and teacher consultation.