中高中的赞美:对文献的系统审查
Margaret T Floress1, Hao-Jan Luh1, Laura Heuermann1
1Department of Psychology, Eastern Illinois University.
School psychology (Washington, D.C.)
|June 16, 2023
概括
在中学,对教师的称赞研究不足. 这份对32项研究的综述发现,大多数研究集中在赞扬对学生行为或教师培训的影响上,很少有研究探讨学生赞扬偏好.
科学领域:
- 教育心理学教育心理学
- 课堂管理 课堂管理
背景情况:
- 教师的赞美是被广泛认可的课堂策略.
- 在中学 (中学和高中) 设置中,对教师称赞的研究较少.
- 了解研究差距对于支持所有教育层面的有效赞扬策略至关重要.
研究的目的:
- 系统地审查和分析在中高中环境中对教师称赞的经验研究.
- 识别现有文献中的趋势,主题和差距.
- 为未来的研究和教育实践提供建议.
主要方法:
- 对523个独特的摘要进行了系统的文献审查.
- 包括32个经验性,同行评审的研究,重点关注中学教师表扬.
- 使用描述方法来编码赞美主题,专注于赞美效应和教师培训.
主要成果:
- 大多数研究 (71%) 调查了教师赞扬对学生行为的影响或教师培训计划对赞扬实施的有效性.
- 在研究中学学生对教师称赞的偏好方面存在很大的差距.
- 总结了32项纳入研究的方法特征和发现.
结论:
- 需要进一步的研究来探索学生对中学教师称赞的偏好.
- 现有的研究主要集中在行为结果和教师培训上,强调需要更广泛的调查.
- 结果为教育工作者和研究人员提供了洞察力,以改进和增强中高中教师称赞的应用.
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