Journal article
A systematic review of performance feedback interventions targeting secondary teachers’ use of praise and reprimands
Preventing school failure, Vol.69(1), pp.45-55
01/02/2025
DOI: 10.1080/1045988X.2024.2302172
Abstract
High rates of teacher praise are associated with positive student outcomes (Royer et al., Citation2019). Research shows secondary teachers deliver more reprimands than praise (e.g. Floress et al. Citation2022). Performance feedback (PF) is a strategy used to change teacher behaviors. However, it is unknown if PF targeting praise and reprimands for secondary teachers is an evidence-based practice. Although reviews on PF exist, none focus exclusively on secondary teachers. This review was to synthesize 14 PF intervention studies targeting praise and reprimands for secondary teachers. We evaluated PF studies to determine if PF is an evidence-based practice. Results indicate PF targeting praise and reprimands cannot yet be determined as an evidence-based practice for secondary teachers. Limitations, implications, and future directions are discussed.
Details
- Title: Subtitle
- A systematic review of performance feedback interventions targeting secondary teachers’ use of praise and reprimands
- Creators
- Ashley Rila - University of IowaAllison L. Bruhn - University of IowaAlex Pauls - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Preventing school failure, Vol.69(1), pp.45-55
- DOI
- 10.1080/1045988X.2024.2302172
- ISSN
- 1045-988X
- eISSN
- 1940-4387
- Publisher
- Taylor & Francis
- Language
- English
- Electronic publication date
- 01/11/2024
- Date published
- 01/02/2025
- Academic Unit
- Center for Social Science Innovation; Teaching and Learning
- Record Identifier
- 9984548298602771
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