Lynda Hayes
Biographic Data
| ID | 6555491 |
|---|---|
| NAME | Lynda Hayes |
| GIVEN NAMES | Lynda |
| FAMILY NAME | Hayes |
| SIGNATURE | HAYES L |
| AFFILIATIONS | University of Florida |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1989 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 1 |
A comparison of real‐time and delayed visual performance feedback on teacher praise
A number of researchers have found behavior‐specific praise (BSP) to be an effective strategy for increasing student academic engagement. Performance feedback is often used to promote teacher BSP; however, variations in how performance feedback is provided have been proposed and it is unknown whether one strategy may be more effective than others. The current study compared two types of performance feedback, delayed performance feedback and real‐…
Trust versus control: The impact of school leadership on teacher reflection
As teacher educators have worked to encourage teachers to become more reflective, they have noted the important role that school context plays in supporting or constraining reflection in action. This study describes one kindergarten teacher's experiences in two contrasting school contexts. The study documents the leadership styles, school organizational structures and resources, faculty‐administration communication processes, and curriculum decis…
Trust versus control: The impact of school leadership on teacher reflection
As teacher educators have worked to encourage teachers to become more reflective, they have noted the important role that school context plays in supporting or constraining reflection in action. This study describes one kindergarten teacher's experiences in two contrasting school contexts. The study documents the leadership styles, school organizational structures and resources, faculty‐administration communication processes, and curriculum decis…
Trust versus control: The impact of school leadership on teacher reflection
As teacher educators have worked to encourage teachers to become more reflective, they have noted the important role that school context plays in supporting or constraining reflection in action. This study describes one kindergarten teacher's experiences in two contrasting school contexts. The study documents the leadership styles, school organizational structures and resources, faculty‐administration communication processes, and curriculum decis…
A comparison of real‐time and delayed visual performance feedback on teacher praise
A number of researchers have found behavior‐specific praise (BSP) to be an effective strategy for increasing student academic engagement. Performance feedback is often used to promote teacher BSP; however, variations in how performance feedback is provided have been proposed and it is unknown whether one strategy may be more effective than others. The current study compared two types of performance feedback, delayed performance feedback and real‐…
Psychology (2 works) · Social Psychology (2 works) · Action (physics (1 works) · Action research (1 works) · Behavioral and Psychological Studies (1 works) · Collaborative Teaching and Inclusion (1 works) · Computer Science (1 works) · Context (archaeology (1 works) · Control (management (1 works) · Curriculum (1 works)