Classroom Management for Ethnic-Racial Minority Students: A Meta-Analysis of Single-Case Design Studies

Autor/inn/en	Long, Anna C. J.; Miller, Faith G.; Upright, James J.
Titel	Classroom Management for Ethnic-Racial Minority Students: A Meta-Analysis of Single-Case Design Studies
Quelle	In: School Psychology, 34 (2019) 1, S.1-13 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000305
Schlagwörter	Classroom Techniques; Minority Group Students; Ethnic Groups; Meta Analysis; Intervention; Evidence Based Practice; Student Behavior; Elementary Secondary Education; Behavior Problems; Standards; Research Methodology; Reinforcement; Comparative Analysis + Suchen Sie Ihr Suchwort? Klassenführung; Ethnie; Meta-analysis; Metaanalyse; Student behaviour; Schülerverhalten; Standard; Research method; Forschungsmethode; Positive Verstärkung
Abstract	Diversification trends of U.S. schools make clear the need for evidence-based practices supporting ethnically-racially diverse students. Yet, there are significant hindrances to readily identifying and summarizing findings generated from diverse classroom contexts. The current meta-analytic review was designed to address this gap in the classroom management literature. This review includes single-case design studies conducted in majority ethnic-racial minority classrooms (=50%) that included a direct comparison of baseline to treatment for behavior management strategies implemented at the whole class level. A total of 22 studies spanning from 1973 to 2014 met eligibility criteria for this review, including 838 students and 46 K-12 classrooms. Results indicate that classwide management approaches applied in diverse classrooms are heavily behavioral and highly effective in improving student behavior (M[subscript t] = \|0.92\|, M[subscript Hedges's g] = 2.52). Overall, interventions that included an individual or group contingency consistently demonstrated large effects and were the most frequently used strategies. However, other interventions displayed comparably high results but were less frequently studied. Findings further revealed significant gaps in the quality and diversity of research completed to date. Specifically, half of the studies did not include cases that met What Works Clearinghouse design standards for demonstrating methodological rigor. There were also few studies that included minority populations other than African American, and there was limited variation in educational settings and intervention designs. Of some concern was the heightened frequency of response cost procedures included in interventions for diverse classrooms, possibly running counter to recommendations that emphasize reinforcement-based strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06