The Relationship Between Teachers’ Implementation of Classroom Management Practices and Student Behavior in Elementary School.
Teachers’ classroom management practices have a direct impact on their students’ probability of success. Evidence-based classroom management practices include (a) active instruction and supervision of students (i.e., teaching), (b) opportunities for students to respond, and (c) feedback to students....
| Published in: | Behavioral Disorders Vol. 43; no. 2; pp. 302 - 316 |
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| Main Authors: | , , , |
| Format: | research tables/charts Journal Article |
| Published: |
Sage Publications Inc.
Feb2018
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=127424343&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 127424343 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01987429 BHD jtl: Behavioral Disorders issn: 01987429 maglogo: Y pubinfo: dt: Feb2018 vid: 43 iid: 2 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 127424343 127424343 127424343 10.1177/0198742917714809 127424343 ppf: 302 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: The Relationship Between Teachers’ Implementation of Classroom Management Practices and Student Behavior in Elementary School. aug: au: Gage, Nicholas A. Scott, Terrance Hirn, Regina MacSuga-Gage, Ashley S. affil: University of Florida, Gainesville, USA sug: subj: Learning Environment Faculty-Student Relations Professional Practice, Evidence-Based Disruptive Behavior Student Discipline Child Behavior Human Male Female Child Child: 6-12 years Male Female ab: Teachers’ classroom management practices have a direct impact on their students’ probability of success. Evidence-based classroom management practices include (a) active instruction and supervision of students (i.e., teaching), (b) opportunities for students to respond, and (c) feedback to students. In this study, we examined the degree to which teachers implemented evidence-based classroom management practices and whether there was a relationship between use of those teacher behaviors and students’ time engaged in instruction and rate of disruptions. Using latent class analysis, we identified four groups of teachers from 1,242 teacher–student dyads in 65 elementary schools, with one group of teachers demonstrating very low rates of classroom management practices. We then modeled the predictive relationship of being in classrooms with low rates of classroom management practices and student engagement and disruptive behavior within a multilevel framework. Results indicate that students in classrooms with low rates of classroom management practices were statistically significantly less engaged in instruction, whereas no differences in disruptions were found. The results are discussed within the context of prior research, students with or at risk for emotional and/or behavioral disorders, and study limitations. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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