Teachers' use of approval and disapproval in the classroom

Teachers' use of approval and disapproval in the classroom

• Beaman, Robyn Macquarie University Special Education Centre, Sydney, Australia
• Wheldall, Kevin Macquarie University Special Education Centre, Sydney, Australia

Educational Psychology, 20(4), 431-446, 2000

Routledge

2000

• F Learning & Teaching
  • FG Classroom Management & Control

Praise Criticism Classroom Techniques Student Teacher Relationship Positive Reinforcement Literature Reviews Primary Secondary Education

• United States
• Canada
• Great Britain
• Australia
• New Zealand
• Hong Kong

• 1997.7 onwards

• Primary Education
• Secondary Education

A review and analysis of the research literature on teachers' classroom use of approval/praise and disapproval/reprimand is provided in an attempt to determine the extent to which teachers typically employ praise in their classroom teaching. There is a considerable degree of agreement across the studies reviewed, carried out in the United States, Canada, the United Kingdom, Australia, New Zealand, Hong Kong and St Helena, regarding the ways in which teachers typically deploy approval and disapproval, with some interesting variations. There is little evidence to suggest that teachers, universally, systematically deploy contingent praise as positive reinforcement in spite of the considerable literature testifying to its effectiveness. In particular, praise for appropriate classroom social behaviour is only rarely observed.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/713663753 ]

• English

Journal Articles

• 01443410

• 10.1080/713663753

https://bibliography.lib.eduhk.hk/en/bibs/968c0efe

2010-09-27