Teacher Praise and Classroom Climate: Another Paradoxical Relation

P.C. van der Sijde; S. Dijkstra; E. Bennink

doi:10.1007/978-3-642-84256-6_6

Teacher Praise and Classroom Climate: Another Paradoxical Relation

P.C. van der Sijde, S. Dijkstra, E. Bennink

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic

Abstract

In an empirical study of 14 teachers in two types of Dutch secondary education, a total of 68 lessons were systematically observed for the amount and type of teacher praise. It appeared that in the lower groups the teachers showed more teacher praise behaviour than in the higher groups. This holds for student-oriented feedback as well as for task-oriented feedback Classroom climate is measured with the DCCQ. From correlations between teacher praise data and scales in the DCCQ, it appears that there are strong relationships between the perception of order and organisation in the classroom and the positive feedback of the teacher. A similar relationship was found for the perception of teacher control.

Original language	English
Title of host publication	Learning Environments
Subtitle of host publication	Contributions from Dutch and German Research
Editors	Jules M. Pieters, Klaus Breuer, P. Robert-Jan Simons
Place of Publication	Berlin, Heidelberg
Publisher	Springer
Pages	67-73
Number of pages	7
ISBN (Electronic)	978-3-642-84256-6
ISBN (Print)	978-3-540-52903-3
DOIs	https://doi.org/10.1007/978-3-642-84256-6_6
Publication status	Published - 1990

Publication series

Name	Recent Research in Psychology
Publisher	Springer
ISSN (Print)	1431-7532

Keywords

METIS-136115

Access to Document

10.1007/978-3-642-84256-6_6

Cite this

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title = "Teacher Praise and Classroom Climate: Another Paradoxical Relation",

abstract = "In an empirical study of 14 teachers in two types of Dutch secondary education, a total of 68 lessons were systematically observed for the amount and type of teacher praise. It appeared that in the lower groups the teachers showed more teacher praise behaviour than in the higher groups. This holds for student-oriented feedback as well as for task-oriented feedback Classroom climate is measured with the DCCQ. From correlations between teacher praise data and scales in the DCCQ, it appears that there are strong relationships between the perception of order and organisation in the classroom and the positive feedback of the teacher. A similar relationship was found for the perception of teacher control.",

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author = "{van der Sijde}, P.C. and S. Dijkstra and E. Bennink",

year = "1990",

doi = "10.1007/978-3-642-84256-6_6",

language = "English",

isbn = "978-3-540-52903-3",

series = "Recent Research in Psychology",

publisher = "Springer",

pages = "67--73",

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Teacher Praise and Classroom Climate: Another Paradoxical Relation. / van der Sijde, P.C.; Dijkstra, S.; Bennink, E.
Learning Environments: Contributions from Dutch and German Research. ed. / Jules M. Pieters; Klaus Breuer; P. Robert-Jan Simons. Berlin, Heidelberg: Springer, 1990. p. 67-73 (Recent Research in Psychology).

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic

TY - CHAP

T1 - Teacher Praise and Classroom Climate

T2 - Another Paradoxical Relation

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AU - Dijkstra, S.

AU - Bennink, E.

PY - 1990

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N2 - In an empirical study of 14 teachers in two types of Dutch secondary education, a total of 68 lessons were systematically observed for the amount and type of teacher praise. It appeared that in the lower groups the teachers showed more teacher praise behaviour than in the higher groups. This holds for student-oriented feedback as well as for task-oriented feedback Classroom climate is measured with the DCCQ. From correlations between teacher praise data and scales in the DCCQ, it appears that there are strong relationships between the perception of order and organisation in the classroom and the positive feedback of the teacher. A similar relationship was found for the perception of teacher control.

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U2 - 10.1007/978-3-642-84256-6_6

DO - 10.1007/978-3-642-84256-6_6

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T3 - Recent Research in Psychology

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A2 - Simons, P. Robert-Jan

PB - Springer

CY - Berlin, Heidelberg

ER -

Teacher Praise and Classroom Climate: Another Paradoxical Relation

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