Citations (91)
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Márcia Laranjeira & Maria Odília Teixeira. (2023) Children’s perceptions of teacher feedback: Portuguese validation of a scale. International Journal of School & Educational Psychology 11:4, pages 334-343.
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Ioana A. Cionea, Britney N. Gilmore, Anthony T. Machette & Pavitra Kavya. (2023) How Students Respond to Critical Feedback from Teaching Assistants: The Effect of Instructor and Feedback Characteristics on Perceptions of Credibility, Efficacy, Affect, and Self-Esteem. Western Journal of Communication 87:4, pages 578-600.
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Jessica Kempner. (2023) Classroom culture and cultures in the classroom: engagement with Holocaust education in diverse schools. Holocaust Studies 29:2, pages 275-296.
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Sirpa Eskelä-Haapanen, Eija Pakarinen & Marja-Kristiina Lerkkanen. (2023) Children’s beliefs concerning their school performance at the end of the first grade in Finland. Early Child Development and Care 193:3, pages 305-318.
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Zarifa Zakaria, Jessica Vandenberg, Jennifer Tsan, Danielle Cadieux Boulden, Collin F. Lynch, Kristy Elizabeth Boyer & Eric N. Wiebe. (2022) Two-Computer Pair Programming: Exploring a Feedback Intervention to improve Collaborative Talk in Elementary Students. Computer Science Education 32:1, pages 3-29.
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X. Christine Wang, Wei Dai, Biying Hu & Zhanmei Song. (2021) ‘Good job!’: unpacking praise practices of high- and low-quality early childhood teachers in China. Early Child Development and Care 191:2, pages 266-280.
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Joacim Ramberg, Sara Brolin Låftman, Torbjörn Åkerstedt & Bitte Modin. (2020) Teacher Stress and Students’ School Well-being: the Case of Upper Secondary Schools in Stockholm. Scandinavian Journal of Educational Research 64:6, pages 816-830.
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Dijana Tiplic, Eyvind Elstad, Christian Brandmo, María Steingrímsdóttir & Guðmundur Engilbertsson. (2020) Perceived Organizational Antecedents of Emerging Collaborative Learning Activities Among Icelandic Beginning Teachers. Scandinavian Journal of Educational Research 64:6, pages 801-815.
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Daniel J. Bergman. (2018) “I Think You Mean …” Potential Perils of Teacher Paraphrasing and Alternative Responses for Student Engagement. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 91:4-5, pages 201-211.
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Yvonne Skipper & Patrick J. Leman. (2017) The role of feedback in young people’s academic choices. International Journal of Science Education 39:4, pages 453-467.
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André Flieller, Annette Jarlégan & Youssef Tazouti. (2016) Who benefits from dyadic teacher–student interactions in whole-class settings?. The Journal of Educational Research 109:3, pages 311-324.
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Ruth Payne. (2015) Using rewards and sanctions in the classroom: pupils’ perceptions of their own responses to current behaviour management strategies. Educational Review 67:4, pages 483-504.
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Katie Sprouls, Sarup R. Mathur & Gita Upreti. (2015) Is Positive Feedback a Forgotten Classroom Practice? Findings and Implications for At-Risk Students. Preventing School Failure: Alternative Education for Children and Youth 59:3, pages 153-160.
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Christina Kennedy, Kristine Jolivette & Michelle
L. Ramsey. (2014) The Effects of Written Teacher and Peer Praise Notes on the Inappropriate Behaviors of Elementary Students With Emotional and Behavioral Disorders in a Residential School. Residential Treatment For Children & Youth 31:1, pages 17-40.
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GeorgeG. Bear. (2013) Teacher Resistance to Frequent Rewards and Praise: Lack of Skill or a Wise Decision?. Journal of Educational and Psychological Consultation 23:4, pages 318-340.
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Xiao
Lan Curdt-Christiansen & Rita Silver. (2013) New wine into old skins: the enactment of literacy policy in Singapore. Language and Education 27:3, pages 246-260.
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Jenni Salminen, Maritta Hännikäinen, Pirjo-Liisa Poikonen & Helena Rasku-Puttonen. (2013) A Descriptive Case Analysis of Instructional Teaching Practices in Finnish Preschool Classrooms. Journal of Research in Childhood Education 27:2, pages 127-152.
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Jenni Salminen, Marja-Kristiina Lerkkanen, Anna-Maija Poikkeus, Eija Pakarinen, Martti Siekkinen, Maritta Hännikäinen, Pirjo-Liisa Poikonen & Helena Rasku-Puttonen. (2012) Observed Classroom Quality Profiles of Kindergarten Classrooms in Finland. Early Education and Development 23:5, pages 654-677.
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Xiao Lan Curdt-Christiansen & Rita Elaine Silver. (2012) Educational reforms, cultural clashes and classroom practices. Cambridge Journal of Education 42:2, pages 141-161.
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Yi-Hsin Chen, MarilynS. Thompson, JeffreyD. Kromrey & GeorgeH. Chang. (2011) Relations of Student Perceptions of Teacher Oral Feedback With Teacher Expectancies and Student Self-Concept. The Journal of Experimental Education 79:4, pages 452-477.
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Penni Cushman & Jackie Cowan. (2010) Enhancing student self‐worth in the primary school learning environment: teachers' views and students' views. Pastoral Care in Education 28:2, pages 81-95.
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Jeff Kerssen-Griep, AprilR. Trees & JonA. Hess. (2008) Attentive Facework During Instructional Feedback: Key to Perceiving Mentorship and an Optimal Learning Environment. Communication Education 57:3, pages 312-332.
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Jennifer Henderlong Corpus & MarkR. Lepper. (2007) The Effects of Person Versus Performance Praise on Children’s Motivation: Gender and age as moderating factors. Educational Psychology 27:4, pages 487-508.
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Özge Kelleci Alkan, Nuri Can Aksoy, Taibe Kulaksız, Hatice Aydan Kaplan, Büşra Nur Durmaz, Mihriban Özcan & Bilge Kalkavan. (2024) A multi-feedback system integrated simulation-based teacher training to scaffold pre-service teachers’ teaching skills: A phenomenological approach. Education and Information Technologies.
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Ross Corbett, Mark Partington, Lisa Ryan & Ed Cope. (2023) A systematic review of coach augmented verbal feedback during practice and competition in team sports. International Journal of Sports Science & Coaching 19:2, pages 864-881.
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Ayten KURŞUN & Feyza Nur ŞEN. (2024) Okul Öncesi Öğretmenlerinin Görüş ve Uygulamalarının İncelenmesi: Pekiştirme ve Cezalandırma Yaklaşımlarının AnaliziExamining the Views and Practices of Preschool Teachers: An Analysis of Reinforcement and Punishment Approaches. Humanistic Perspective 6:1, pages 59-82.
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Ioulia Papageorgi & Natassa Economidou Stavrou. (2021) Student perceptions of the classroom environment, student characteristics, and motivation for music lessons at secondary school. Musicae Scientiae 27:2, pages 348-365.
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Julien Bakchich, Arnaud Carré, Nele Claes & Annique Smeding. (2022) The moderating role of socioeconomic status on the relationship between teacher social support and sense of belonging to school. British Journal of Educational Psychology 93:1, pages 153-166.
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Cherry E. Frondozo & Lan Yang. 2023. Positive Psychology and Positive Education in Asia. Positive Psychology and Positive Education in Asia
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James D. StockerJr.Jr., Elizabeth M. Hughes, Andrew Wiesner, Shirley Woika, Michele Parker, Lauren Cozad & Jared Morris. (2021) Investigating the Effects of a Fact Family Fluency Intervention on Math Facts Fluency and Quantitative Reasoning. Journal of Behavioral Education 31:4, pages 635-656.
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Bi Ying Hu, Lin Guan, Yuanhua Li, Sherron Killingsworth Roberts & Xiaomei Zhang. (2021) Feedback Matters: Examining the Use of Feedback Strategies by Chinese Preschool Teachers in Science Lessons. Early Childhood Education Journal 50:8, pages 1355-1371.
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Kathleen L. Ramsey, Stephanie D. Smith, Laura K. Hansen, Richard S. Mohn, Fayth C. Walbridge, Kimberly G. Barajas, Brandi M. Ellis & Brad A. Dufrene. (2021) Internalization of Behavior Management Skills among Teachers in a Specialized School Serving Students with Neurodevelopmental Disorders. Behavior Modification 46:4, pages 863-893.
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Bertilde U. Kamana, Claudia L. Dozier, Elizabeth A. Foley & Amber N. Hubbs. (2021) Descriptive versus general praise with and without edibles for acquisition in young children. Behavioral Interventions 37:2, pages 222-238.
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Martin Majcík. 2022. Práce učitele s žákovskou chybou v komunikaci s celou třídou. Práce učitele s žákovskou chybou v komunikaci s celou třídou.
Fengzhen Liu. (2021) The Role of EFL Teachers’ Praise and Love in Preventing Students’ Hopelessness. Frontiers in Psychology 12.
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Chunju Peng. (2021) The Academic Motivation and Engagement of Students in English as a Foreign Language Classes: Does Teacher Praise Matter?. Frontiers in Psychology 12.
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Fabian Hoya. (2021) Unterschiede in der Wahrnehmung positiven und negativen Feedbacks von Mädchen und Jungen im Leseunterricht der GrundschuleDifferences in girls’ and boys’ perception of positive and negative feedback in primary school reading lessons. Unterrichtswissenschaft 49:3, pages 423-441.
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Vera Monteiro, Carolina Carvalho & Natalie Nóbrega Santos. (2021) Creating a Supportive Classroom Environment Through Effective Feedback: Effects on Students’ School Identification and Behavioral Engagement. Frontiers in Education 6.
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Yağmur DEMİR & Fırat SARSAR. (2021) The effectiveness of emotional motivational feedback messages via online assignments in information technologies and software course academic achievement. Journal of Educational Technology and Online Learning 4:2, pages 280-292.
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Maryia M. Schneider, David M. Hulac, Lisa R. Mickelson & Emily K. Phillips. (2020) Middle school students' preferences for praise. Psychology in the Schools 58:2, pages 221-234.
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Sharmini Gopinathan, Anisha Haveena Kaur, Kanesaraj Ramasamy & Murali Raman. (2022) Enhancing innovative delivery in schools using design thinking. F1000Research 10, pages 927.
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Sharmini Gopinathan, Anisha Haveena Kaur, Kanesaraj Ramasamy & Murali Raman. (2021) Enhancing innovative delivery in schools using design thinking. F1000Research 10, pages 927.
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L. T.T. Do & A. T.L. Vu. (2020) Praise as Classroom Communicative Reinforcing Device: Perceptions of Vietnamese University Students. Vysshee Obrazovanie v Rossii = Higher Education in Russia 29:12, pages 57-71.
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Manuela Paechter, Silke Luttenberger & Bernhard Ertl. (2020) Distributing Feedback Wisely to Empower Girls in STEM. Frontiers in Education 5.
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Maria Ingemarson, Ingvar Rosendahl, Maria Bodin & Andreas Birgegård. (2019) Teacher’s use of praise, clarity of school rules and classroom climate: comparing classroom compositions in terms of disruptive students. Social Psychology of Education 23:1, pages 217-232.
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Shuqi Zhou, Wenye Zhou & Anne Traynor. (2020) Parent and teacher homework involvement and their associations with students' homework disaffection and mathematics achievement. Learning and Individual Differences 77, pages 101780.
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Yvonne Skipper & Karen M. Douglas. (2019) Examining teachers’ ratings of feedback following success and failure: a study of Chinese English teachers. British Journal of Educational Psychology 89:4, pages 804-817.
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Christian V. Sabey, Cade Charlton & Shawn R. Charlton. (2018) The “Magic” Positive-to-Negative Interaction Ratio: Benefits, Applications, Cautions, and Recommendations. Journal of Emotional and Behavioral Disorders 27:3, pages 154-164.
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Nina König & Rosa Maria Puca. (2019) The German Feedback Socialization Inventory. European Journal of Psychological Assessment 35:4, pages 544-554.
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Joacim Ramberg, Sara Brolin Låftman, Ylva B Almquist & Bitte Modin. (2018) School effectiveness and students’ perceptions of teacher caring: A multilevel study. Improving Schools 22:1, pages 55-71.
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Gavin T. L. Brown & Lois R. Harris. 2018. The Cambridge Handbook of Instructional Feedback. The Cambridge Handbook of Instructional Feedback
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Rene M. Nob. (2016) Development and Validation of Teacher Attributional Feedback Scale. Psychological Studies 61:3, pages 259-266.
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Franki Y. H. Kung, Young-Hoon Kim, Daniel Y.-J. Yang & Shirley Y. Y. Cheng. (2016) The Role of Regulatory Fit in Framing Effective Negative Feedback Across Cultures. Journal of Cross-Cultural Psychology 47:5, pages 696-712.
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Yvonne Skipper & Karen Douglas. (2015) The influence of teacher feedback on children's perceptions of student–teacher relationships. British Journal of Educational Psychology 85:3, pages 276-288.
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Christina C. Moore, Erin K. Shoulberg & Dianna Murray‐Close. (2012) The Protective Role of Teacher Preference for At‐Risk Children's Social Status. Aggressive Behavior 38:6, pages 481-493.
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Jingyan Lu & Nancy Law. (2011) Online peer assessment: effects of cognitive and affective feedback. Instructional Science 40:2, pages 257-275.
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Gregory S Ching. (2012) Looking into the issues of rewards and punishment in students. International Journal of Research Studies in Psychology 1:2.
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Paul Caldarella, Lynnette Christensen, Kenneth Richard Young & Colleen Densley. (2011) Decreasing Tardiness in Elementary School Students Using Teacher-Written Praise Notes. Intervention in School and Clinic 47:2, pages 104-112.
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Fanny Georges & Pascal Pansu. (2011) Les feedbacks à l’école : un gage de régulation des comportements scolairesFeedbacks at school: A guarantee to regulate school behavioursLos feedbacks en la escuela: Una prueba de regulación de los comportamientos escolaresFeedback an der Schule: eine Garantie für die Regulierung des Schulbenehmens. Revue française de pédagogie:176, pages 101-124.
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Jessica L. Riley, Brian C. McKevitt, Mark D. Shriver & Keith D. Allen. (2011) Increasing On-Task Behavior Using Teacher Attention Delivered on a Fixed-Time Schedule. Journal of Behavioral Education 20:3, pages 149-162.
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Moonseong Jeong. (2011) Relation between Students' Perceptions of Social Studies Classroom Environment and Self-directed Learning: High School Economics Classroom. Theory and Research in Citizenship Education 43:1, pages 185-204.
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Sterett H. Mercer & Melissa E. DeRosier. (2009) A prospective investigation of teacher preference and children's perceptions of the student–teacher relationship. Psychology in the Schools 47:2, pages 184-192.
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Eda Üstünel & Ertan Deren. (2010) The effects of e-portfolio based assessment on students’ perceptions of educational environment. Procedia - Social and Behavioral Sciences 2:2, pages 1477-1481.
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Robert P. Trussell, Timothy J. Lewis & Janine P. Stichter. (2017) The Impact of Targeted Classroom Interventions and Function-Based Behavior Interventions on Problem Behaviors of Students with Emotional/Behavioral Disorders. Behavioral Disorders 33:3, pages 153-166.
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DAVID REIGEL. (2011) Positive Feedback in Pairwork and Its Association With ESL Course Level Promotion. TESOL Quarterly 42:1, pages 79-98.
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John Hattie & Helen Timperley. (2016) The Power of Feedback. Review of Educational Research 77:1, pages 81-112.
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Elizabeth Hartney. (2016) Strategies for the management of lecturer stress in feedback tutorials. Active Learning in Higher Education 8:1, pages 79-96.
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Vanessa Lentillon-Kaestner & Geneviève Cogérino. (2006) Perceptions chez les élèves de second degré du soutien d'enseignants plus ou moins expérimentés en EPS. Staps n o 72:2, pages 49-61.
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Hsin-Te Yeh. (2005) The use of instructor's feedback and grading in enhancing students' participation in asynchronous online discussion. The use of instructor's feedback and grading in enhancing students' participation in asynchronous online discussion.
Paul C. Burnett. (2016) Positive Statements, Positive Students, Positive Classrooms. Australian Journal of Guidance and Counselling 13:1, pages 1-10.
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