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Error management behavior in classrooms: Teachers' responses to student mistakes

✍ Scribed by Tulis, Maria

Book ID
121801805
Publisher
Elsevier Science
Year
2013
Tongue
English
Weight
612 KB
Volume
33
Category
Article
ISSN
0742-051X

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Contingent, behavior‐specific praise is universally recommended as an effective tool to increase students’ academic achievement and proscocial behavior. Despite this recommendation, little research has examined the effects of training teachers to increase their praise‐to‐behavior correction ratio in