Promoting Equity in Teachers' Use of Behavior-Specific Praise with Self-Monitoring and Performance Feedback

Autor/inn/en	Knochel, Ashley Elizabeth; Blair, Kwang-Sun Cho; Kincaid, Donald; Randazzo, Anna
Titel	Promoting Equity in Teachers' Use of Behavior-Specific Praise with Self-Monitoring and Performance Feedback
Quelle	In: Journal of Positive Behavior Interventions, 24 (2022) 1, S.17-31 (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Blair, Kwang-Sun Cho)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300720951939
Schlagwörter	Equal Education; Positive Reinforcement; Faculty Development; Intervention; Behavior Modification; Elementary School Teachers; Self Evaluation (Individuals); Feedback (Response); Bias; Student Behavior; Discipline + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Student behaviour; Schülerverhalten; Disziplin
Abstract	This study examined the impact of teacher training interventions on establishing equity in teacher implementation of a common positive behavior classroom support strategy, behavior-specific praise (BSP), in four elementary classrooms. Teacher self-monitoring and written performance feedback were used to support teachers in improving classroom practices by establishing proportionate praise and discipline practices across racially diverse students. A multiple-baseline across participants design was used to evaluate the impact of self-monitoring and written performance feedback with and without equity-focused procedures on teacher delivery of BSP and reprimands and their perception of student classroom behavior. Results indicated that the typical self-monitoring and written performance feedback were effective in increasing the participating teachers' overall rates of delivering BSP and reducing reprimands; however, substantial disparities in praise delivery were observed among student racial groups across teachers. Additional feedback regarding equity was necessary for reducing disparities in teacher behavior. The results also indicated that teacher perception of student classroom behavior improved, as a result of the teacher training intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01