The effects teachers have on their students on-task and social behavior in the classroom has been widely researched (e.g. Apter, Arnold and Swinson, 2010; Apter, 2016; Brophy, 1981; Harrop and Swinson, 2000; Nafpaktitis, Mayer and Butterworth, 1985, White, 1975). This article aims at looking at patterns in these studies and describe what is known about the variables that affect on-task and socially acceptable behaviors in the classroom. Research has shown that in English-speaking countries the highest percentage of feedback is typically positive feedback on academic behavior, but the percentage of negative feedback on social behavior has usually been a close second (Apter, Arnold og Swinson, 2010; Apter, 2016; Harrop og Swinson, 2000). In Italy the percentage of negative feedback on behavior was higher than the percentage of positive feedback on on-task behavior (Sulla, 2015). Most people agree that beeing a teacher can be stressful and it is known that being stressed and overworked for a long period of time can lead to submission and burnout symptoms (Ninness and Glenn, 1988). Research has shown that students in primary and secondary schools are often only on-task half of the time in the classroom (Fredricks, Blumenfeld and Paris, 2004; Godwin et al., 2016). Research has shown that giving feedback to teachers and training them to use positive feedback with their students results in higher rates of on-task behavior in students (e.g., Sulla, Armenia, Eramo and Rollo, 2015 and Wheldall, Merret, and Borg, 1985). The research base in behavior analysis can be useful in explaining the interaction pattern between teachers and students often found in classrooms and this kind of research can help us shed light on how we can use this knowledge successfully and train teachers in using higher rates of positive feedback. Keywords: Observational study, natural-rates, on-task behavior, off-task behavior, positive feedback, negative feedback, behavior analysis

Áhrif jákvæðrar og neikvæðrar endurgjafar á námsástundun og félagslega hegðun nemenda

Francesco Sulla
Supervision
2019-01-01

Abstract

The effects teachers have on their students on-task and social behavior in the classroom has been widely researched (e.g. Apter, Arnold and Swinson, 2010; Apter, 2016; Brophy, 1981; Harrop and Swinson, 2000; Nafpaktitis, Mayer and Butterworth, 1985, White, 1975). This article aims at looking at patterns in these studies and describe what is known about the variables that affect on-task and socially acceptable behaviors in the classroom. Research has shown that in English-speaking countries the highest percentage of feedback is typically positive feedback on academic behavior, but the percentage of negative feedback on social behavior has usually been a close second (Apter, Arnold og Swinson, 2010; Apter, 2016; Harrop og Swinson, 2000). In Italy the percentage of negative feedback on behavior was higher than the percentage of positive feedback on on-task behavior (Sulla, 2015). Most people agree that beeing a teacher can be stressful and it is known that being stressed and overworked for a long period of time can lead to submission and burnout symptoms (Ninness and Glenn, 1988). Research has shown that students in primary and secondary schools are often only on-task half of the time in the classroom (Fredricks, Blumenfeld and Paris, 2004; Godwin et al., 2016). Research has shown that giving feedback to teachers and training them to use positive feedback with their students results in higher rates of on-task behavior in students (e.g., Sulla, Armenia, Eramo and Rollo, 2015 and Wheldall, Merret, and Borg, 1985). The research base in behavior analysis can be useful in explaining the interaction pattern between teachers and students often found in classrooms and this kind of research can help us shed light on how we can use this knowledge successfully and train teachers in using higher rates of positive feedback. Keywords: Observational study, natural-rates, on-task behavior, off-task behavior, positive feedback, negative feedback, behavior analysis
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11369/417076
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