A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students' Academic, Behavioral, Emotional, and Motivational Outcomes

Autor/inn/en	Korpershoek, Hanke; Harms, Truus; de Boer, Hester; van Kuijk, Mechteld; Doolaard, Simone
Titel	A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students' Academic, Behavioral, Emotional, and Motivational Outcomes
Quelle	In: Review of Educational Research, 86 (2016) 3, S.643-680 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654315626799
Schlagwörter	Meta Analysis; Classroom Techniques; Social Development; Emotional Development; Outcomes of Education; Elementary School Students; Intervention; Educational Research; Program Evaluation; Teacher Student Relationship; Classification; Statistical Analysis; Academic Achievement; Student Motivation; Student Behavior; Program Effectiveness; Literature Reviews; Regression (Statistics); Hierarchical Linear Modeling + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Klassenführung; Soziale Entwicklung; Gefühlsbildung; Lernleistung; Schulerfolg; Bildungsforschung; Pädagogische Forschung; Programme evaluation; Programmevaluation; Teacher student relationships; Lehrer-Schüler-Beziehung; Classification system; Klassifikation; Klassifikationssystem; Statistische Analyse; Schulleistung; Schulische Motivation; Student behaviour; Schülerverhalten; Regression; Regressionsanalyse
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. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01