{"id":{"repo_id":"drake","oai_identifier":"oai:escholarshare.drake.edu:2092/482"},"canonical_url":"https://search.dev.ndltd.org/etd/drake/oai:escholarshare.drake.edu:2092/482","repository":{"repo_id":"drake","name":"Drake University","base_url":"https://escholarshare.drake.edu/server/oai/request"},"display":{"title":"Effects of Positive Practice on Teacher-Student Positive and Negative Interactions for Preschool Teachers","abstract":"The problem. Thus far teacher training has not incorporated a procedure which reduces inappropriate teacher-student interactions while at the same time increases appropriate teacher-student interactions. Procedure. The present study required three preschool teachers in separate classrooms to engage in a Positive Practice procedure of praising four other children contingent upon each negative teacher-student interaction recorded by a classroom observer in each classroom. Findings. Rates and percentages of Positive teacher-student interactions were higher for the Post-Treatment conditions as compared to the Pre-Treatment condition for all teachers in all activities. Mean negative teacher-student interaction frequencies were lower for the Post- Treatment conditions as compared to the Pre-Treatment conditions for all Teachers. Conclusions. Positive Practice for teachers is an appropriate training technique for acquiring an acceptable positive-negative interaction ratio in preschool olassrooms. Recommendations. Further research using Positive Practice in addition to self recording and fading procedures should be investigated to provide the most efficacious and parsimonious teacher training package.","abstract_html":"The problem. Thus far teacher training has not incorporated a procedure which reduces inappropriate teacher-student interactions while at the same time increases appropriate teacher-student interactions. Procedure. The present study required three preschool teachers in separate classrooms to engage in a Positive Practice procedure of praising four other children contingent upon each negative teacher-student interaction recorded by a classroom observer in each classroom. Findings. Rates and percentages of Positive teacher-student interactions were higher for the Post-Treatment conditions as compared to the Pre-Treatment condition for all teachers in all activities. Mean negative teacher-student interaction frequencies were lower for the Post- Treatment conditions as compared to the Pre-Treatment conditions for all Teachers. Conclusions. Positive Practice for teachers is an appropriate training technique for acquiring an acceptable positive-negative interaction ratio in preschool olassrooms. Recommendations. Further research using Positive Practice in addition to self recording and fading procedures should be investigated to provide the most efficacious and parsimonious teacher training package.","abstract_has_math":false,"creators":["Wright, William R."],"institution":"Drake University","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1975,"date_issued":"1975-08","date_published":"1975-08","updated_at":"2026-07-27T19:18:21Z","subjects":["Preschool teachers","Teacher-student relationships","Interaction analysis in education"],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["1975 .W938"],"render_values":[{"text":"1975 .W938","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2092/482","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Wright, William R."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2006-12-13T15:49:25Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2006-12-13T15:49:25Z"]},{"key":"dc:date.issued","label":"Date","values":["1975-08"]},{"key":"dc:publisher","label":"Institution","values":["Drake University"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Preschool teachers","Teacher-student relationships","Interaction analysis in education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["1975 .W938"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/2092/482"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["v, 59 leaves. Advisor: Mary Ann Powers"]},{"key":"dc:description.abstract","label":"Abstract","values":["The problem. Thus far teacher training has not incorporated a procedure which reduces inappropriate teacher-student interactions while at the same time increases appropriate teacher-student interactions. Procedure. The present study required three preschool teachers in separate classrooms to engage in a Positive Practice procedure of praising four other children contingent upon each negative teacher-student interaction recorded by a classroom observer in each classroom. Findings. Rates and percentages of Positive teacher-student interactions were higher for the Post-Treatment conditions as compared to the Pre-Treatment condition for all teachers in all activities. Mean negative teacher-student interaction frequencies were lower for the Post- Treatment conditions as compared to the Pre-Treatment conditions for all Teachers. Conclusions. Positive Practice for teachers is an appropriate training technique for acquiring an acceptable positive-negative interaction ratio in preschool olassrooms. Recommendations. Further research using Positive Practice in addition to self recording and fading procedures should be investigated to provide the most efficacious and parsimonious teacher training package."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Effects of Positive Practice on Teacher-Student Positive and Negative Interactions for Preschool Teachers"]}]}],"canonical_facts":{"dc:creator":["Wright, William R."],"dc:date.accessioned":["2006-12-13T15:49:25Z"],"dc:date.available":["2006-12-13T15:49:25Z"],"dc:date.issued":["1975-08"],"dc:description":["v, 59 leaves. Advisor: Mary Ann Powers"],"dc:description.abstract":["The problem. Thus far teacher training has not incorporated a procedure which reduces inappropriate teacher-student interactions while at the same time increases appropriate teacher-student interactions. Procedure. The present study required three preschool teachers in separate classrooms to engage in a Positive Practice procedure of praising four other children contingent upon each negative teacher-student interaction recorded by a classroom observer in each classroom. Findings. Rates and percentages of Positive teacher-student interactions were higher for the Post-Treatment conditions as compared to the Pre-Treatment condition for all teachers in all activities. Mean negative teacher-student interaction frequencies were lower for the Post- Treatment conditions as compared to the Pre-Treatment conditions for all Teachers. Conclusions. Positive Practice for teachers is an appropriate training technique for acquiring an acceptable positive-negative interaction ratio in preschool olassrooms. 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