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INCREASING SECONDARY TEACHERS’ USE OF PRAISE WITH VIDEO PERFORMANCE FEEDBACK

Leins Dvorchak, Jesse (2015) INCREASING SECONDARY TEACHERS’ USE OF PRAISE WITH VIDEO PERFORMANCE FEEDBACK. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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Abstract

The dynamic of the general education classroom has changed over the past decade with the implementation of No Child Left Behind (2001) and the Individuals with Disabilities Education Improvement Act (2004). To begin the process of meeting NCLB and IDEA regulations, states have created academic standards that are tested annually through standardized assessments, in addition to creating accountability systems for teachers. In order for all students to develop mastery of the academic standards, students with disabilities were included into the general education classroom on a greater scale than previously seen. Teachers in inclusive settings require strategies to assist in promoting appropriate behavior and learning, specific praise serves as a potential classroom management strategy for the inclusive setting where teachers’ use of praise statements potentially decreases disruptive behavior and ultimately improves instructional time. Current literature assessing the use of specific praise in the classroom contains methodological weaknesses and neglects populations, like secondary general education teachers, that are in great need of additional classroom management strategies. The current study expanded on the literature to include secondary general education teachers, as well as improving on methodological weakness discussed in the review. Tools for Positive Behavior Change with specific praise was demonstrated as a viable strategy for the inclusive setting by improving student-teacher interactions and decreasing student disruptive behavior.

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Details

Item Type: University of Pittsburgh ETD
Status: Unpublished
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Leins Dvorchak, Jessejel127@pitt.eduJEL127
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairKostewicz, Dougdekost@pitt.eduDEKOST
Committee MemberZigmond, Naominaomi@pitt.eduNAOMI
Committee MemberConway, Sheilasjconway@pitt.eduSJCONWAY
Committee MemberBiagini, Mary K.biagini@pitt.eduBIAGINI
Date: 29 May 2015
Date Type: Publication
Defense Date: 31 March 2015
Approval Date: 29 May 2015
Submission Date: 9 May 2015
Access Restriction: 1 year -- Restrict access to University of Pittsburgh for a period of 1 year.
Number of Pages: 120
Institution: University of Pittsburgh
Schools and Programs: School of Education > Instruction and Learning
Degree: PhD - Doctor of Philosophy
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: classroom management, praise statements, negative statements, disruptive behavior
Date Deposited: 29 May 2015 17:30
Last Modified: 15 Nov 2016 14:28
URI: http://d-scholarship.pitt.edu/id/eprint/25179

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