In:
Review of Educational Research, American Educational Research Association (AERA), Vol. 86, No. 3 ( 2016-09), p. 643-680
Abstract:
This meta-analysis examined which classroom management strategies and programs enhanced students’ academic, behavioral, social-emotional, and motivational outcomes in primary education. The analysis included 54 random and nonrandom controlled intervention studies published in the past decade (2003–2013). Results showed small but significant effects (average g = 0.22) on all outcomes, except for motivational outcomes. Programs were coded for the presence/absence of four categories of strategies: focusing on the teacher, on student behavior, on students’ social-emotional development, and on teacher–student relationships. Focusing on the students’ social-emotional development appeared to have the largest contribution to the interventions’ effectiveness, in particular on the social-emotional outcomes. Moreover, we found a tentative result that students’ academic outcomes benefitted from teacher-focused programs.
Type of Medium:
Online Resource
ISSN:
0034-6543
,
1935-1046
DOI:
10.3102/0034654315626799
Language:
English
Publisher:
American Educational Research Association (AERA)
Publication Date:
2016
detail.hit.zdb_id:
2066968-9
detail.hit.zdb_id:
209917-2
SSG:
5,2
SSG:
5,3
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