Research into the use of praise in the classroom has been ongoing since Brophy’s (1981)
seminal work outlined a functional analysis of teacher praise and feedback. Burnett (2001,
2002) conducted quantitative questionnaire-based studies that investigated primary students’
preferences for teacher praise as well as the relationships between teacher praise and feedback
and students’ perceptions of their relationship with their teacher and their classroom
environment. In these two studies data were collected about the use of general, non-targeted
praise (excellent, well done, that’s great), negative feedback (that’s not good enough, that’s
untidy work), ‘effort’ feedback (you’re working hard on your reading) and ‘ability’ feedback
(you’re really smart at maths).
Research into the use of praise in the classroom has been ongoing since Brophy’s (1981)
seminal work outlined a functional analysis of teacher praise and feedback. Burnett (2001,
2002) conducted quantitative questionnaire-based studies that investigated primary students’
preferences for teacher praise as well as the relationships between teacher praise and feedback
and students’ perceptions of their relationship with their teacher and their classroom
environment. In these two studies data were collected about the use of general, non-targeted
praise (excellent, well done, that’s great), negative feedback (that’s not good enough, that’s
untidy work), ‘effort’ feedback (you’re working hard on your reading) and ‘ability’ feedback
(you’re really smart at maths).
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