The forms, functions, and uses of praise in self-contained classrooms
A qualitative examination
Bibliographic Data
| ID | 12214531 |
|---|---|
| Authors | Sofia Benson‐Goldberg (0000-0002-7166-8150, University of North Carolina at Chapel Hill, corresponding author), Charna D’Ardenne (University of North Carolina at Chapel Hill), Karen Erickson (University of North Carolina at Chapel Hill), KAREN A ERICKSON (0000-0002-4317-8533, University of North Carolina at Chapel Hill) |
| Year | 2021 |
| Volume | 37 |
| Issue | 1 |
| Pages | 82-96 |
| Publication date | 2021-11-13 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Qualitative Studies in Education (JOURNAL) |
| Journal identifiers | ISSN: 0951-8398 • E-ISSN: 1366-5898 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/09518398.2021.2003887 |
| OpenAlex | W3211917828 |
| Language | EN |
| Citations received | 1 |
| References cited | 38 |
Special education teachers are often encouraged to use praise in their instructional interactions with their students with significant support needs (SSN). It is assumed that reinforcing behavior facilitates learning and academic achievement for these students. Despite a myriad of interventions aimed at increasing special education teachers’ use of praise, little is known about how praise functions in this context. This is concerning, given the growing body of literature suggesting that praise negatively impacts academic achievement for students without SSN. This study uses constant comparative methods to examine the form, function, and use of praise in supporting learning and instruction in two special educations classrooms that exclusively serve students with SSN. Findings indicate that praise, as an extension of instruction that prioritizes compliance over learning, did little to engage students in thinking or learning. The results hold implications for the instructional approaches teachers use with their students with SSN
Academic achievement · Context (archaeology · Mathematics education · Pedagogy · Praise · Qualitative research · Social science · Sociology · Behavioral and Psychological Studies · Disability Education and Employment · Family and Disability Support Research · Psychology · Social Psychology
Parent Praise to 1- to 3-Year-Olds Predicts Children's Motivational Frameworks 5 Years Later
Teacher Praise
The Interpretation of Cultures
Learning by Observing and Pitching In to Family and Community Endeavors
Without being able to read, what's literacy mean to them?”
Parent praise to toddlers predicts fourth grade academic achievement via children’s incremental mindsets
Person versus process praise and criticism
The Power of Feedback
Qualitative Studies in Special Education
Research as Praxis
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |