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Applications of Behavior Principles in Typical Classrooms


by Wesley C. Becker — 1973

The research strategies used in the majority of studies covered by this report share the following three features: First, individuals are studied under specified experimental conditions, with the same individuals going through the various phases of the experiment. This approach leads more directly to knowledge of procedures which will work with individual children. Second, the experimental procedure is often withdrawn after being introduced to show its effect more clearly. For example, when teacher praises more, task behavior increases; when teacher praises less, task behavior clecreases. Third, the behaviors to be changed are defined in terms of observables—events which the teacher can see and do something about.


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This article originally appeared as NSSE Yearbook Vol 72, No. 1.


Cite This Article as: Teachers College Record Volume 74 Number 5, 1973, p. 77-106
http://www.tcrecord.org ID Number: 19465, Date Accessed: 10/21/2017 10:54:13 PM

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About the Author
  • Wesley Becker
    University of Oregon
    E-mail Author
    WESLEY C. BECKER is the director of the Englemann-Becker Follow Through model at the University of Oregon and is on the Board of Directors for Oregon Research Institute.
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