Teachers who effectively implement classroom management can engage students in learning activities for more than 90 percent of allocated time¶

Claim · All claims
Evidence · 1 study · review r1 · q2
Currency · newest study 2000 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Effective implementation of classroom management strategies and discipline enables student engagement in learning activities for more than 90 percent of allocated time. → Walker 2000

Evidence¶

Walker 2000¶

Walker, K. (2000). Classroom Management for New Teachers. Education Partnerships, Inc. http://www.educationpartnerships.org/

q2 · i? · review · r1

The brief reports, citing Cangelosi (1990, pp. 13-20), that teachers who learn to implement management strategies effectively "can engage students in learning activities for more than 90 percent of allocated time". No study design or effect size is printed.

"When teachers learn to effectively implement classroom management strategies and discipline they can engage students in learning activities for more than 90 percent of allocated time (Cangelosi,1990, pp. 13-20)"

Discussion¶

Related Claims¶

• Teachers' universal classroom management practices significantly reduce problem classroom behavior (mean classroom ES = 0.80, ICC=.05) — the general claim this finding bears on, with the studies behind it
• Positive Greetings At The Door Improve Engagement — related
• Mentee participation in a school-wide positive behaviour support program (Program Achieve) enabled confident implementation of learned strategies in other lessons — related
• Classroom management demands reduce Chicago students' daily instruction to roughly 240 minutes despite a 300-minute allocation — reports the opposite
• No evidence that 300 minutes of daily instruction can be delivered within a 330-minute school day; a 360-400 minute day is needed — reports the opposite
• Non-instructional time averages 23 percent in observed Chicago elementary classrooms, with half of teachers at 14 percent and half at 30 percent — reports the opposite