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A Case Study of Preservice Teachers' Perceptions of Their Use of "Backdoor Praise" in the Classroom
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Campbell, Cynthia Jean – ProQuest LLC, 2017
"Backdoor praise" (BDP) is defined as praise that is simultaneously delayed, indirect, and embedded in teacher comments. This case study investigated preservice teachers' perceptions of their use of BDP as a strategy for getting and keeping students on task. Three participants, representing elementary, middle, and high school, were…
Descriptors: Positive Reinforcement, Case Studies, Preservice Teachers, Student Attitudes
A Case Study of Positive Behavior Supports-Based Interventions in a Seventh-Grade Urban Classroom
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Hollingshead, Aleksandra; Kroeger, Stephen D.; Altus, Jillian; Trytten, Joyce Brubaker – Preventing School Failure, 2016
Struggling with frequent off-task behavior, a teacher in a midwestern inner-city high school requested assistance in her social studies classroom. A study was designed to investigate if a combination of positive behavior supports-based interventions such as behavior-specific praise and reduced teacher reprimands might improve on-task behavior. A…
Descriptors: Urban Schools, High Schools, Secondary School Teachers, Social Studies
Physical Activity in Physical Education: Are Longer Lessons Better?
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Smith, Nicole J.; Monnat, Shannon M.; Lounsbery, Monica A. F. – Journal of School Health, 2015
Background: The purpose of this study was to compare physical activity (PA) outcomes in a sample of high school (HS) physical education (PE) lessons from schools that adopted "traditional" versus "modified block" schedule formats. Methods: We used the System for Observing Fitness Instruction Time (SOFIT) to conduct observations…
Descriptors: Physical Activities, Physical Activity Level, Physical Education, High Schools
The Effects of Peer Tutoring and Self-Management Training on On-Task, Academic, and Disruptive Behaviors.
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Hogan, Sandra; Prater, Mary Anne – Behavioral Disorders, 1993
A student (age 15) classified as behaviorally disordered tutored a student with learning disabilities. The peer tutoring brought about improvements in the tutee's on-task and academic performance but not in the tutor's disruptive behavior. Self-monitoring and a self-instructional component were then implemented to eliminate the tutor's disruptive…
Descriptors: Academic Achievement, Behavior Disorders, High Schools, Intervention
Effective Programs in Middle and High School Mathematics: A Best-Evidence Synthesis. Version 1.4
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Slavin, Robert E.; Lake, Cynthia; Groff, Cynthia – Center for Data-Driven Reform in Education, 2008
This article reviews research on the achievement outcomes of mathematics programs for middle and high schools. Study inclusion requirements included use of a randomized or matched control group, a study duration of at least twelve weeks, and equality at pretest. There were 102 qualifying studies, 28 of which used random assignment to treatments.…
Descriptors: Evidence, Cooperative Learning, Effect Size, Control Groups
Effects of a Breakfast Program on On-Task Behaviors of Vocational High School Students.
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Bro, Robert T. – Journal of Educational Research, 1996
This study examined whether an in-school breakfast program could increase on-task behaviors of 18 high school students. Vocational and academic students participated in the program and completed surveys. Teachers collected observational data. Results indicated that the program effectively increased on-task behaviors in both settings, and that…
Descriptors: Behavior Change, Breakfast Programs, High Risk Students, High School Students