Can Effective Classroom Behavior Management Increase Student Achievement in Middle School? Findings from a Group Randomized Trial

Autor/inn/en	Herman, Keith C.; Reinke, Wendy M.; Dong, Nianbo; Bradshaw, Catherine P.
Titel	Can Effective Classroom Behavior Management Increase Student Achievement in Middle School? Findings from a Group Randomized Trial
Quelle	In: Journal of Educational Psychology, 114 (2022) 1, S.144-160 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Herman, Keith C.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000641
Schlagwörter	Program Effectiveness; Classroom Techniques; Student Behavior; Behavior Modification; Middle School Students; Urban Schools; Intervention; Behavior Problems; Attention; Time on Task; English Instruction; Mathematics Instruction; Academic Achievement; Faculty Development; Classroom Environment; Positive Reinforcement; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Klassenführung; Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Aufmerksamkeit; Zeitaufwand; English langauage lessons; Englischunterricht; Mathematics lessons; Mathematikunterricht; Schulleistung; Klassenklima; Unterrichtsklima
Abstract	This cluster randomized controlled trial evaluated the efficacy of the CHAMPS classroom management program on the social behavioral and academic outcomes of a large diverse sample of middle school students within an urban context. Participants included 102 teachers and 1,450 students in sixth to eighth grade. Two-level hierarchical linear models (HLM) were conducted to examine the overall treatment effects on student behavior and academic outcomes. In addition, mediation analyses examined a hypothesized putative mechanism for observed academic outcomes. Findings indicated that CHAMPS improved teacher ratings of student concentration problems (d = -0.18) and classwork completion (d = 0.18), observed student time-on-task (d = 0.16), and student scores on broad English (d = 0.14), and math problem solving (d = 0.17) academic achievement tests. Null effects were observed for student prosocial and disruptive behaviors and self-regulation skills as well as reading comprehension and broad math achievement performance. Main effects on the English achievement test scores were partially mediated by student improvements in observed time-on-task. Practical significance of the findings and implications for schools and policymakers are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01