Exploring the Social Validity of Teacher Praise Notes in Elementary School

Autor/inn/en	Howell, Angela; Caldarella, Paul; Korth, Bryan; Young, K. Richard
Titel	Exploring the Social Validity of Teacher Praise Notes in Elementary School
Quelle	In: Journal of Classroom Interaction, 49 (2014) 2, S.22-32 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0749-4025
Schlagwörter	Positive Reinforcement; Intervention; Teacher Attitudes; Student Attitudes; Parent Attitudes; Parent Surveys; Teacher Surveys; Student Surveys; Classroom Techniques; Teacher Student Relationship; Parent School Relationship; Positive Behavior Supports; Likert Scales; Student Behavior; Interpersonal Communication; Elementary Schools + Suchen Sie Ihr Suchwort? Lehrerverhalten; Schülerverhalten; Elternverhalten; Schülerbefragung; Klassenführung; Teacher student relationships; Lehrer-Schüler-Beziehung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Likert-Skala; Student behaviour; Interpersonale Kommunikation; Elementary school; Grundschule; Volksschule
Abstract	The use of teacher-written praise notes has the potential to positively influence student classroom behavior and relationships. However, few studies have examined the social validity of praise in schools. The purpose of this study was to evaluate student, teacher, and parent perceptions of a school-wide praise note intervention implemented by teachers at a Title I elementary school. Social validity surveys were completed by 23 teachers, 203 parents, and 203 students at the end of the school year. Results indicated that participants believed praise notes helped improve classroom behavior, relationships, and home-school communication. Results also suggested that praise notes were sustainable and had a good level of teacher buy-in, though suggestions for improvement were noted. Implications and limitations of this study are addressed. (As Provided).
Anmerkungen	University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site: http://www.jciuh.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04