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dc.contributor.advisorGreenwood, Charles
dc.contributor.authorWhite, Rachel Lynn
dc.date.accessioned2010-07-25T21:45:29Z
dc.date.available2010-07-25T21:45:29Z
dc.date.issued2010-03-23
dc.date.submitted2010
dc.identifier.otherhttp://dissertations.umi.com/ku:10744
dc.identifier.urihttp://hdl.handle.net/1808/6403
dc.description.abstractMany authors recommend various praise to reprimand ratios for teachers to use to manage their classrooms (e.g., Flora, 2000; Nafpaktitis, Mayer, & Butterworth, 1985; Wheldall, 2005); however, these recommendations are based on correlational data or secondary findings from studies not directly manipulating the praise to reprimand ratio. The purpose of this study was to use a simple teacher training method to improve the praise to reprimand ratio used in the classroom and measure the resulting effects on the on-task behavior of an entire class of students. All teachers improved praise to reprimand ratios above baseline levels. As teacher praise to reprimand ratios improved, student on-task levels increased for all classrooms.
dc.format.extent83 pages
dc.language.isoEN
dc.publisherUniversity of Kansas
dc.rightsThis item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.
dc.subjectBehavioral sciences
dc.subjectBehavioral psychology
dc.subjectElementary education
dc.subjectPraise ratio
dc.subjectTeacher praise
dc.titleDemonstration of the Effects of an Increased Praise Ratio on Student On-Task Behavior
dc.typeDissertation
dc.contributor.cmtememberWills, Howard P.
dc.contributor.cmtememberKamps, Deb
dc.contributor.cmtememberDozier, Claudia L.
dc.contributor.cmtememberNeidert, Pamela L.
dc.contributor.cmtememberReynolds, Matt
dc.thesis.degreeDisciplineApplied Behavioral Science
dc.thesis.degreeLevelPh.D.
kusw.oastatusna
kusw.oapolicyThis item does not meet KU Open Access policy criteria.
dc.rights.accessrightsopenAccess


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