An Evidence-Based Review and Meta-Analysis of Active Supervision

Autor/inn/en	Gage, Nicholas A.; Haydon, Todd; MacSuga-Gage, Ashley S.; Flowers, Emily; Erdy, Lyndsie
Titel	An Evidence-Based Review and Meta-Analysis of Active Supervision
Quelle	In: Behavioral Disorders, 45 (2020) 2, S.117-128 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gage, Nicholas A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
DOI	10.1177/0198742919851021
Schlagwörter	Student Behavior; Behavior Problems; Behavior Modification; Supervision; Teacher Role; Teacher Student Relationship; Standards; Reinforcement; Educational Research; Program Effectiveness; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Standard; Positive Verstärkung; Bildungsforschung; Pädagogische Forschung
Abstract	Active supervision--defined as circulating, scanning, interacting with students, and reinforcing demonstrations of expected academic and social behaviors by a teacher or other staff member--is often considered a component of safe and secure schools. Yet, the evidence base supporting the effectiveness of active supervision has not been synthesized or evaluated for its quality. Therefore, we conducted an evidence-based review and meta-analysis of empirical research evaluating the effects of active supervision in schools. We identified 12 research studies evaluating active supervision, assessed the quality of each study, and calculated effect sizes for student behaviors, including disruptive behavior. Results from the four studies meeting data requirements for estimating standardized mean difference effect sizes suggest that, on average, active supervision reduced problem behavior by almost 2.0 standard deviation units. Only four studies met the What Works Clearinghouse (WWC) design standards and the results of those were mixed, thus not meeting the WWC evidence-based criteria. Limitations and recommendations for future research are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 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	2024/1/01