Effects of a Classroom Management Intervention on Student Selective Attention: Results from a Randomized Controlled Trial

Autor/inn/en	Keilow, Maria; Holm, Anders; Friis-Hansen, Mette; Kristensen, Rune Müller
Titel	Effects of a Classroom Management Intervention on Student Selective Attention: Results from a Randomized Controlled Trial
Quelle	In: School Effectiveness and School Improvement, 30 (2019) 2, S.194-211 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Keilow, Maria) ORCID (Holm, Anders) ORCID (Kristensen, Rune Müller)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2018.1557701
Schlagwörter	Classroom Techniques; Attention; Learning; Program Effectiveness; Elementary School Students; Intervention; Teaching Methods; Grade 1; Foreign Countries; Grade 2; Student Behavior; Interpersonal Relationship; Positive Reinforcement; Standards; Teacher Student Relationship; Age Differences; Gender Differences; Class Size; Denmark; Rotter Internal External Locus of Control Scale; Rosenberg Self Esteem Scale + Suchen Sie Ihr Suchwort? Klassenführung; Aufmerksamkeit; Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; School year 01; 1. Schuljahr; Schuljahr 01; Ausland; School year 02; 2. Schuljahr; Schuljahr 02; Student behaviour; Schülerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Standard; Teacher student relationships; Lehrer-Schüler-Beziehung; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Klassengröße; Dänemark
Abstract	A main objective of classroom management (CM) is to raise students' attention to their daily academic work by creating a classroom environment that supports academic and socioemotional learning. While studies have addressed CM effects on classroom-level behaviour or students' academic outcomes, students' attention skills been largely overlooked. This randomized controlled trial evaluates the effectiveness of a teacher-targeted CM intervention on students' selective attention. Twenty-four primary schools were randomized into receiving the Inclusive And Appreciative Classroom Management (IACM) intervention (treatment) or a general information technology (IT) didactics course (control condition). All participating 1st-grade teachers and their students (N = 1,160) were followed for 1 year. Using repeated measurements of the d2 Test of Attention, we find that the IACM intervention improves students' selective attention with 0.26 standard deviations. The effect is robust to the inclusion of student- and classroom-level characteristics. All analyses account for the variation across students, classrooms, and schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01