Abstract
The purpose of this study was to examine the effects of a video-feedback intervention on the frequency of teachers’ use of (a) general group praise, (b) general individual praise, (c) specific group praise, (d) specific individual praise, (e) negative comments directed toward the entire class, and (f) negative comments directed toward an individual student. The video-feedback intervention involved teachers watching video-recordings of their own teaching and self-evaluating their use of praise. A multiple-baseline across subjects single-case design was used across four secondary-level teachers to examine the effect of a video feedback intervention on teacher’s use of praise. Frequency data was collected for all types of praise and negative teacher comments. While further study is warranted, results indicate that video-feedback may be an effective method for increasing teacher’s use of praise in classroom settings.
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