Abstract

Praise notes have the potential to positively influence student behavior and relationships. Few studies have examined the social validity of praise, however, and these studies have focused on students' perceptions. The purpose of this study was to describe student, parent, and teacher perceptions of a school-wide praise note intervention at a Title I elementary school. Twenty-three teachers, 203 parents, and 203 students completed surveys regarding a pre-existing praise note intervention. Surveys consisted of 13 quantitative items and two open-ended questions. Quantitative and qualitative results indicate that participants had positive perceptions of praise notes. Participants also believed that praise notes helped improve relationships, home/school communication, and student behavior. Results also suggest that praise notes are sustainable and have a good level of buy-in. While parents liked praise notes and believed that praise notes improved home/school communication, teachers seemed unaware of parents' enthusiasm. Implications and limitations of this study are addressed.

Degree

EdS

College and Department

David O. McKay School of Education; Counseling Psychology and Special Education

Rights

http://lib.byu.edu/about/copyright/

Date Submitted

2012-08-08

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd5591

Keywords

elementary school students, positive reinforcement, elementary school teachers, teacher attitudes, intervention

Share

COinS