Dr Nathanson (a Research Fellow at Yale University) has been retained by Carrot Rewards to look into the latest thinking on the use of rewards and their impact on pupils work and behaviour
Dr Nathanson, who specialises in the impact of social and emotional interventions on students, is reporting on the theory behind the use of rewards, and extrinsic and intrinsic motivation of pupils. She will also be talking directly to teachers to discover their views on the use of incentives in the classroom.
Dr Nathanson's findings are available here to all teachers, enabling you to make your own decisions about what is right for your pupils and your school, based on her independent research.
"I am delighted to be helping School Stickers conduct research that is both interesting and extremely relevant. How to improve standards of work and behaviour is one of the most important issues in education, and the use of reward schemes attracts much debate. I want to help teachers make an informed decision about the use of rewards in schools. There are some interesting theories on the use of extrinsic and intrinsic motivation in schools and I aim to bring together the latest thinking and best practice to help teachers decide how to motivate their pupils. Students, just like adults, need to be motivated to work hard and push themselves, and we want to help teachers to make this happen."
Nathanson, L. (in press). A tale of two schools: A Case study in implementation challenges for researchers. Advances in SEL Research, AERA.
Nathanson, L., Rimm-Kaufman, S.E., & Brock, L.L. (2009). Kindergarten adjustment difficulty: The Contribution of children's effortful control and parental control. Early Education and Development, 20(5), 775-798.
Rimm-Kaufman, S.E., Grimm, K., Curby, T., Nathanson, L., & Brock. L.L. (2009). The Contribution of children's self-regulation and classroom quality to children's adaptive behaviors in the kindergarten classroom. Developmental Psychology, 45(4), 958-972.
Brock, L.L., Rimm-Kaufman, S.E., Nathanson, L., and Grimm, K.J. (2009). The contributions of 'hot' and 'cool' executive function to children's academic achievement, learning-related behaviors, and engagement in kindergarten. Early Childhood Research Quarterly, 24(3), 337-349.
Ponitz, C.C., Rimm-Kaufman, S.E., Brock, L.L., & Nathanson, L. (2009). Early adjustment, gender differences, and classroom organizational climate in first grade. The Elementary School Journal, 110(2).
Nathanson, L. (2009, June). Differential Item Functioning in College-Level Examination Program (CLEP) College Level Mathematics Assessment. Report prepared for the College Board.
Nathanson, L. (2008, June). Factor Models and Item Response Theory Differential Item Functioning for ACCUPLACER Subject Tests. Report prepared for the College Board.
Nathanson, L. Lang, N., Than, V., Ketchie, E.A., Brush, L., & Kirshstein, R. Recommended Cognitive Assessment Instrument for the ECLS-B Preschool Battery: Results of the 2003 Pilot Test. (2004, January). Report prepared for the National Center for Educational Statistics, U.S. Department of Education.
Oppler, S.H., Davies, S.A., Lyons, B.D., Nathanson, L., & Chen, W. (2003, June). An Investigation of the Speededness of the Verbal Reasoning and Physical Sciences Sections of the Medical College Admission Test. Report prepared for the Association of American Medical Colleges.
Holtzer, A.A., Reyes, M.R., Rivers, S.E., Nathanson, L., & Brackett, M.A. (2010, April). Defining Fidelity Using a Holistic Approach. Symposium conducted at the American Educational Research Association Conference, Denver, CO.
Rimm-Kaufman, S.E. & Schmidt, K.M. (2009, June). Developing a Fidelity of Implementation Measure for the Responsive Classroom Approach. Poster presented at the Institute for Education Sciences Research Conference, Washington, DC.
Nathanson, L. & Schmidt, K.M. (2008, June). Do College-Level Mathematics Test Items Operate Differently by Gender or Ethnicity? Applying IRT and DIF Analyses to Better Understand Test Items and Participants. Poster presented at the Institute for Education Sciences Research Conference, Washington, DC.
Rimm-Kaufman, S.E., Curby, T.W., Grimm, K.J., Nathanson, L., & Brock, L.L. (2007, April). The relative contribution of children's self-regulatory abilities and classroom quality in predicting engagement in kindergarten. In C. Li-Grining (Chair), Views from the field: Studying young children's self-regulation in socioeconomic and educational contexts. Symposium conducted at the meeting of the Society for Research in Child Development. Boston, MA.
Nathanson, L. & Rimm-Kaufman, S.E. (2007, March). The Contribution of Student-Teacher Relationships and Child Shyness to Contingent Interactions between Students and Teachers in Kindergarten. Poster presented at the Biennial Meeting of the Society for Research in Child Development, Boston, MA.
Nathanson, L., Rimm-Kaufman, S.E., Brock, L.L., Kim, H., & Klass, A. (2006, June). Transition to kindergarten: Parent-Reported self-regulation and parenting style as predictors of teacher-reported transition difficulty. Poster presented at the Institute for Education Sciences Research Conference, Washington, DC.
Nathanson, L., Rimm-Kaufman, S.E., & Fuller, S.M. (2006, June). Home Initiated family-school communication in preschool and kindergarten. Poster presented at the Institute for Education Sciences Research Conference, Washington, DC.
Costigan, T.E., Power, T.J., Leff, S.S., Nathanson L., & Fisher, E.S. (2004, August). Peer-directed versus adult-directed aggression: The BASC-TRS as a screening tool. Poster presented at the 77th Annual American Psychological Association Convention, Honolulu, Hawaii.
Oppler, S.H., Davies, S.A., Lyons, B.D., Nathanson, L., & Chen, W. (2004, April). The effect of speededness on MCAT scores: An initial examination. Poster presented at the 19th Annual Conference of the Society for Industrial and Organizational Psychology, Chicago, Illinois.
American Education Research Association (AERA)
American Psychological Association (APA)
Association for Public Policy Analysis & Management (APPAM)
Society for Research in Child Development (SRCD)