Date of Award
10-23-2024
Document Type
Thesis
Degree Name
Master of Arts in Education
Department
Education
Program
Differentiated Instruction
Capstone Instructor
Brian Boothe
Second Reader
Tosca Grimm
Keywords
behavior specific praise, reprimands, academic engagement, classroom management, performance feedback
Abstract
This paper analyzed current research on the positive student impacts of the classroom management strategy of behavior specific praise. This topic is discussed through research findings regarding behavior specific praise and its’ impact on student behavior, academic engagement, and possible strategies to implement to increase teachers’ use of behavior specific praise. The research indicated behavior specific praise can have a positive impact on student behavior and academic engagement. The research also identified the possible strategies to be implemented by school districts and teachers to increase their use of the evidence-based strategy. While the research studies suggested behavior specific praise is a positive indicator of student behavior and academic engagement, behavior specific praise must be explicitly taught to teachers for effective use of the strategy. Teachers should also sustain and monitor their use of behavior specific for it to maintain its’ effectiveness. Behavior specific praise must also be consistent, immediate, and targeted in its’ use.