Journal Article

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

van Kuijk, Mechteld, Korpershoek, Hanke, de Boer, Hester, Harms, Truus, Doolaard, Simone

2016

Overview

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.

• Publisher: SAGE Publications
• Subject: Academic Achievement / Academic grades / Classification / Classroom management / Classroom Techniques / Educational outcomes / Educational Research / Elementary School Students / Elementary schools / Emotional Development / Hierarchical Linear Modeling / Instructional development / Intervention / Intervention studies / Literature Reviews / Meta Analysis / Outcomes of Education / Preschool education / Program Effectiveness / Program Evaluation / Regression (Statistics) / Social Development / Statistical Analysis / Student Behavior / Student Motivation / Teacher Student Relationship / Teachers