Think 24/7 Web Search

Search results

1. Results from the Think 24/7 Content Network

2. ERIC - EJ819347 - Should Rewards Have a Place in Early ...

   eric.ed.gov/?id=EJ819347

   This column, which consists of two separate articles, provides the opposing opinions of the authors regarding the appropriateness of giving rewards in an early childhood classroom. In "Using Rewards in the Early Childhood Classroom: A Reexamination of the Issues," the authors (Virginia M. Shiller and Janet C. O'Flynn) argue that modest rewards ...

3. Classroom Reward Structure: An Analytical and Practical Review

   eric.ed.gov/?id=EJ174734

   The reward structure of a classroom refers to the rules under which students are reinforced for academic achievement. Various types of interpersonal reward structures--competitive, cooperative, and independent--are discussed.

4. Encouraging Classroom Participation with Empty Extrinsic Rewards

   eric.ed.gov/?id=EJ965396

   In this article, the author talks about how to encourage classroom participation with empty extrinsic rewards. He uses "bonus points" in awarding students for particularly interesting or well thought-out contributions to the class discussion. These bonus points have absolutely no effect on the student's course grade.

5. Rewards for reading: their effects on reading motivation - ed

   files.eric.ed.gov/fulltext/EJ1097087.pdf

   The dimensions in this scale were derived from the Motivations for Reading Questionnaire (Wigfield, Guthrie, & McGough, 1996). There were two factors extracted from this scale named “intrinsic reading motivation” and “extrinsic reading motivation.”. These two factors could explain 40.3% variances of the scale.

6. D.C. 36p. - ed

   files.eric.ed.gov/fulltext/ED128691.pdf

   The reward struct6re of a cla3sroom refers to the rules under which students are rewarded for academic performance. The term interper-sonal reward structure may be used to refer to the dependence (or lack of dependence) of any given student on any other for rewards in the classroom or other performance setting. For instance, if one

7. CHAPTER 9: THE CLASS-WIDE GOOD BEHAVIOR BOARD GAME (GBBG) - ed

   files.eric.ed.gov/fulltext/ED512078.pdf

   August, 2010 Abstract. This paper describes the design and implementation of a class-wide behavior. management system that is derived from the Good Behavior Game developed in the. 1960s. The Good Behavior Board Game incorporates many of the features of the. earlier management system, but also includes a game maze for easy reference to class-.

8. Google Classroom - Wikipedia

   en.wikipedia.org/wiki/Google_Classroom

   Google Classroom is a free blended learning platform developed by Google for educational institutions that aims to simplify creating, distributing, and grading assignments. The primary purpose of Google Classroom is to streamline the process of sharing files between teachers and students. [3] As of 2021, approximately 150 million users use ...

9. THE USE OF REWARDS IN INSTRUCTIONAL DIGITAL GAMES: AN ... - ed

   files.eric.ed.gov/fulltext/ED496127.pdf

   Positive reinforcement is known in educational psychology as a consequence that brings about the increase of a behavior through the presentation of a stimulus. It is a procedure whereby a student, contingent upon performing a specific behavior, is immediately rewarded to maintain or increase that behavior.