Date
2013
Department
School of Education
Degree
Doctor of Education (EdD)
Chair
Daniel Baer
Primary Subject Area
Education, Curriculum and Instruction; Education, Educational Psychology; Education, Elementary; Education, General
Keywords
achievement, effort, phenomenology, praise, elementary education
Disciplines
Education | Educational Methods | Educational Psychology
Recommended Citation
McGuire, Kristen, "A Phenomenological Approach to the Use of Praise in the Upper Elementary Classroom" (2013). Doctoral Dissertations and Projects. 762.
https://digitalcommons.liberty.edu/doctoral/762
Abstract
This qualitative study uses a hermeneutic phenomenological approach and data analysis to explore how teachers use praise in multiple sixth grade classrooms. Both novice and veteran teachers are involved in the study. The study examines the differences between these novice and veteran teachers' use of praise. The study also examines how teachers use praise differently for effort versus achievement and the pros and cons of praise in the classroom. In addition, the study provides reasoning for why teachers use praise in the upper elementary classroom. The study utilizes various data collection techniques to focus on how and why teachers use praise and the usage's associated results. Data analysis is conducted via triangulation, coding, and extensive memos over a period of two months. The study also includes implications for further research studies.
