Disruptive student behavior is associated with less academic engaged time and lower achievement¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q2
Currency · newest study 2011 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Classrooms with frequent disruptive behaviors have less academic engaged time, and students in disruptive classrooms tend to have lower grades and do poorer on standardized tests. → Oliver 2011

Evidence¶

Oliver 2011¶

Oliver, R. M., Wehby, J. H., & Reschly, D. J. (2011). Teacher classroom management practices: Effects on disruptive or aggressive student behavior. Campbell Systematic Reviews, 7(1). doi:10.4073/csr.2011.4

q2 · i? · quant-synthesis · r2

Background statement in the Campbell review's executive summary, attributed to Shinn et al. (1987); the review reports this second-hand and no effect size is printed. The same authors' 2011 SREE conference abstract of the review (ERIC ED519160) words it as disruptive students compared with students in well managed classrooms, attributed to Dolan et al. (1993), and also cites Greer-Chase et al. finding aggressive students in disruptive classrooms more likely to be aggressive later.

"Classrooms with frequent disruptive behaviors have less academic engaged time, and the students in disruptive classrooms tend to have lower grades and do poorer on standardized tests (Shinn, Ramsey, Walker, Stieber, & O'Neill, 1987)."

Discussion¶

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