Effect sizes across classroom management studies are homogeneous, with no significant moderator variability¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? The test for homogeneity was not statistically significant for either ICC=.05 (Q= 13.72, df = 11, p = .25) or ICC=.10 (Q= 10.67, df = 11, p = .47), so variability was likely due to sampling error and no moderator analyses were justified. → 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. https://www.sree.org. doi:10.4073/csr.2011.4
q3 · i? · quant-synthesis · r2
Homogeneity testing within the same random-effects meta-analysis of 12 effect sizes. The review reports the homogeneity tests "failed to reject the hypothesis that the sample of effect sizes are homogeneous", concluding any variability is likely due to sampling error.
"The test for homogeneity was not statistically significant for ICC=.05 (Q= 13.72, df = 11, p = .25) or for ICC=.10 (Q= 10.67, df = 11, p = .47) and therefore failed to reject the hypothesis that the sample of effect sizes are homogeneous"
Discussion¶
Related Claims¶
- Manualized COMP programs and other classroom management approaches do not differ significantly in effectiveness — related
- Teachers' universal classroom management practices significantly reduce problem classroom behavior (mean classroom ES = 0.80, ICC=.05) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
homogeneous-effect-sizes-classroom-management |
title |
Effect sizes across classroom management studies are homogeneous, with no significant moderator variability |
description |
Effect sizes across classroom management studies are homogeneous, with no significant moderator variability |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2011 |
generated |
by process:wiki-ingest on 2026-09-25 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — oliver-2011 |
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