A Systematic Review of Performance Feedback Interventions Targeting Secondary Teachers' Use of Praise and Reprimands
Saved in:
| Title: | A Systematic Review of Performance Feedback Interventions Targeting Secondary Teachers' Use of Praise and Reprimands |
|---|---|
| Language: | English |
| Authors: | Ashley Rila, Allison L. Bruhn, Alex Pauls |
| Source: | Preventing School Failure. 2025 69(1):45-55. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Literature Reviews, Feedback (Response), Intervention, Secondary School Teachers, Positive Reinforcement, Negative Reinforcement, Teacher Behavior |
| DOI: | 10.1080/1045988X.2024.2302172 |
| ISSN: | 1045-988X 1940-4387 |
| Abstract: | High rates of teacher praise are associated with positive student outcomes (Royer et al., 2019). Research shows secondary teachers deliver more reprimands than praise (e.g. Floress et al. 2022). 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1455499 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | High rates of teacher praise are associated with positive student outcomes (Royer et al., 2019). Research shows secondary teachers deliver more reprimands than praise (e.g. Floress et al. 2022). 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. |
|---|---|
| ISSN: | 1045-988X 1940-4387 |
| DOI: | 10.1080/1045988X.2024.2302172 |
