Praise in Education

2021 ◽  
Author(s):  
Sofia Benson-Goldberg ◽  
Karen A. Erickson
Keyword(s):  
Academic Achievement ◽  
Special Education ◽  
Classroom Teachers ◽  
Learning And Development ◽  
Teacher Praise ◽  
Negative Impacts ◽  
And Behavior

Classroom teachers receive myriad advice about how best to manage students’ attention, interest, and behavior. Praise is often highlighted as a specific tool that teachers should use to reinforce both behavior and learning. Since praise statements are positive evaluations of students’ performance or behavior, they are thought to be an encouraging, motivating, and affirming tool for reinforcement. So strong is this belief in praise that many interventions have been created to increase the rate of praise teachers offer in both general and special education classrooms. These interventions, when evaluated narrowly, appear to be successful because increased rates of teacher praise result in increased student compliance. However, when evaluated more broadly, research shows that praise statements have long-lasting, often negative impacts on students that may inadvertently negatively impact academic achievement. Therefore, despite the seemingly positive benefits of praise, its role in learning and development remains unsettled.

Function Quality Improvement of Mahakam Riverbanks as a Public Open Space

2019 ◽  
Vol 1 (1) ◽  
pp. 1-8
Author(s):  
V Makarau ◽  
P Languju ◽  
R La Putju ◽  
P Egam
Keyword(s):  
Public Space ◽  
Open Space ◽  
Interaction Space ◽  
Primary Data ◽  
Community Activities ◽  
Public Open Space ◽  
Utility System ◽  
Qualitative Descriptive ◽  
Negative Impacts ◽  
And Behavior

The increasing numbers of people and buildings that continue to grow and tend to be uncontrolled in the settlement causing some negative impacts one of them is the consistency of land allotment. This has resulted in some impacts such as ineffective utilities and environmental infrastructures, no mitigation system, and the unavailability of space for public spaces and other supporting facilities that supposed to be available within a settlement. Kampung Arab is one of a densely populated settlements located in the middle of business center area of Manado City, occupies the Mahakam riverbank. The limited space available in Kampung Arab has caused the settlements tend to be slummed and doesn’t have public open space as one of the residential support facilities. In addition, this settlement expands riverbanks so the functions of riverbanks become disturbed, and these settlements are often at risk of flooding. The purpose of this research is to analyze the function of Mahakam riverbanks against flood risk and to analyze the possibility of public space and pedestrian ways availability at the location of Mahakam riverbanks around the Kampung Arab settlement. The research method is qualitative descriptive method. Primary data were obtained through field observation, documentation, and interviews. The research is located in Kampung Arab settlement which occupies the banks of Mahakam River. Further analysis is done: 1) analysis of existing settlement of Kampung Arab to the Mahakam River related to: building’s orientation, river border, activity and behavior of society 2] analysis of public open space availability and its former elements, 3] analysis of settlement utility system and at the final stage conducted an analysis related to community activities and behavior. Expected results through this research are: improving function and quality of Mahakam River, restoring the function of riverbanks and public open space availability as social interaction space.

Effects of epilepsy education on the academic achievement and quality of life of children with epilepsy

2021 ◽  
Vol 17 (6) ◽  
pp. 231-238
Author(s):  
Hatice Yildirim Sari ◽  
Özge Uzun ◽  
Nihal Olgaç Dündar
Keyword(s):  
Quality Of Life ◽  
Academic Achievement ◽  
Special Education ◽  
Academic Success ◽  
Significant Difference ◽  
Quality Of Life Scale ◽  
Life Scale ◽  
Post Test ◽  
Epilepsy Education

Background: Epilepsy can have a huge impact on children's quality of life and participation and attainment at school, particularly if the condition is poorly managed. Aims: The aim of this study is to investigate the effect of education about disease and drug management given to children, their family and teachers on the academic success and quality of life of the child. Design: The study was a single group, pre-test, post-test, semi-experimental research study. Methods: The study was carried out in the paediatric neurology outpatient clinic of the Tepecik Education and Research Hospital in Turkey. The study sample comprised 65 people (25 patients, 25 parents and 15 teachers) who completed the pre-test and post-test assessments. The Sociodemographic Characteristics Questionnaire, the Quality of Life Scale in Children with Epilepsy and an academic achievement form were completed before the epilepsy education was given. Parents and children had training at the hospital. The teachers had telephone training. Some 3 months after the training, the scores for the Quality of Life Scale in Children with Epilepsy and the academic achievement form were reassessed. Findings: The comparison of the pre- and post-training Quality of Life scale scores of the children (p=0.000) and academic achievement scores of the children (p=0.017; n=15) demonstrated a significant increase. There was a significant difference between the quality of life scores of the participating children who received special education and those of the children who did not receive special education (p=0.007 and p=0.004, respectively). Conclusions: The results of the present study suggest that providing training on epilepsy, not only for children but also for their families and teachers, would be beneficial.

Inclusivity and the Education of Children of Defence Forces Personnel

2020 ◽  
pp. 35-53
Author(s):  
Ros Baumann ◽  
Henriette van Rensburg
Keyword(s):  
Academic Achievement ◽  
Academic Outcomes ◽  
Educational Achievement ◽  
Social Emotional ◽  
Emotional Outcomes ◽  
Australian Defence Force ◽  
Negative Impacts ◽  
Literacy Testing ◽  
And Mathematics ◽  
Social Emotional Outcomes

Australian Defence Force (ADF) members' children present as a unique subpopulation of students. These students often experience schooling interruption as a result of posting (relocation) mobility inherent within the service requirements of their ADF parents. This chapter explores the impact of such mobility and interrupted schooling on educational achievement. Educational achievement consists of two key aspects: Social-emotional outcomes and Academic outcomes. Social-emotional outcomes are currently supported through the Defence Support Mentor (DSM) program. Academic outcomes are examined through the lens of Reading/Literacy testing results and Mathematics testing results. Academic achievement for ADF children impacted by mobility and schooling interruption remains largely unexplored within the Australian context. A conceptual framework is presented, which identifies potential causes of negative impacts upon ADF students' academic achievement.

Assessing the Functions of Behavior for Students with Autism in the Inclusive Classroom Environment

2020 ◽  
pp. 972-994
Author(s):  
Lina Gilic ◽  
Michelle Chamblin
Keyword(s):  
Special Education ◽  
Classroom Environment ◽  
Student Behavior ◽  
Social Behaviors ◽  
Inclusive Classroom ◽  
Classroom Teachers ◽  
Research Support ◽  
Inclusive Settings ◽  
Students With Autism ◽  
And Behaviors

Over the last decade, there has been a significant increase in the identification of students with Autism. According to research and the laws that guide Special Education, inclusive settings benefit both students with and without disabilities. However, teaching students with Autism in inclusive settings can bring about challenges, as teachers are responsible to effectively manage academic and social behaviors. Years of research support the evidence that behaviors do not occur in isolation and behaviors serve a function, even those that are deemed as socially maladaptive. Today's classroom teachers need the tools necessary to identify the function of the student behavior so that appropriate strategies can be applied. Based on the evidence, these strategies can be used to target and transform socially significant behaviors required for successful inclusion and optimized independence.

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