Increasing teachers’ behavior-specific praise using self-monitoring and a peer teacher’s feedback: the effect on children’s academic engagement
Author:
Affiliation:
1. Osaka Kyoiku University, Osaka, Japan;
2. Takarazuka Municipal Board of Education, Takarazuka, Japan;
3. Kwansei Gakuin University, Nishinomiya, Japan
Publisher
Informa UK Limited
Subject
Developmental and Educational Psychology,Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/1045988X.2020.1749978
Reference32 articles.
1. Academic engagement of students with emotional and behavioral disorders: existing research, issues, and future directions
2. Increasing New Teachers’ Specific Praise Using a Within-School Consultation Intervention
3. Specific Praise Improves On‐task Behaviour and Numeracy Enjoyment: A study of year four pupils engaged in the numeracy hour
4. General Education Teachers’ Natural Rates of Praise: A Preliminary Investigation
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