通过自我监控和绩效反馈促进教师使用行为特定表扬的公平性

IF 1.4 3区 心理学 Q3 EDUCATION, SPECIAL
Ashley Elizabeth Knochel, Kwang-Sun Cho Blair, Donald Kincaid, Anna Randazzo
{"title":"通过自我监控和绩效反馈促进教师使用行为特定表扬的公平性","authors":"Ashley Elizabeth Knochel, Kwang-Sun Cho Blair, Donald Kincaid, Anna Randazzo","doi":"10.1177/1098300720951939","DOIUrl":null,"url":null,"abstract":"<p>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.</p>","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":null,"pages":null},"PeriodicalIF":1.4000,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Promoting Equity in Teachers’ Use of Behavior-Specific Praise With Self-Monitoring and Performance Feedback\",\"authors\":\"Ashley Elizabeth Knochel, Kwang-Sun Cho Blair, Donald Kincaid, Anna Randazzo\",\"doi\":\"10.1177/1098300720951939\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>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.</p>\",\"PeriodicalId\":47652,\"journal\":{\"name\":\"Journal of Positive Behavior Interventions\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2020-08-31\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Positive Behavior Interventions\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1177/1098300720951939\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Positive Behavior Interventions","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1177/1098300720951939","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 0

摘要

本研究考察了教师培训干预对教师在四个小学课堂中实施一种常见的积极行为课堂支持策略——特定行为表扬(BSP)时建立公平的影响。教师自我监控和书面表现反馈被用来支持教师通过在不同种族的学生中建立相称的表扬和纪律实践来改进课堂实践。采用跨参与者的多基线设计来评估自我监控和书面绩效反馈对教师提供BSP和训斥以及他们对学生课堂行为的感知的影响。结果表明,典型的自我监控和书面绩效反馈能有效提高参与教师的整体BSP交付率,减少训斥;然而,在不同种族的学生中,教师的表扬方式存在显著差异。为了减少教师行为的不平等,需要更多关于公平的反馈。结果还表明,教师培训干预提高了教师对学生课堂行为的感知。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Promoting Equity in Teachers’ Use of Behavior-Specific Praise With Self-Monitoring and Performance Feedback

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.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
4.90
自引率
14.30%
发文量
10
期刊介绍: ...offers sound, research-based principles of positive behavior support for use in school, home and community settings with people with challenges in behavioral adaptation. Regular features include empirical research; discussion, literature reviews, and conceptual papers; programs, practices, and innovations; forum; and media reviews.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信