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.
|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|
|Number of pages||7|
|Publication status||Published - 1990|
|Name||Recent Research in Psychology|