ISI teachers demonstrate stronger classroom management than control teachers, with more instructional time and fewer disruptions¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Treatment classroom teachers demonstrated better classroom management than control teachers (Wilks Lambda = .77, F(8, 453) = 16.67, p < .001), with students spending more time in instruction, small groups, and independent work, and less time in disruptions. → Connor Carol McDonald 2010

Evidence¶

Connor Carol McDonald 2010¶

Connor Carol McDonald, Ponitz Claire Cameron, Phillips Beth M., Travis Q. Monét, Glasney Stephanie, Morrison Frederick J. (2010). First graders' literacy and self-regulation gains: The effect of individualizing student instruction. Journal of School Psychology. https://doi.org/10.1016/j.jsp.2010.06.003

q3 · i? · causal · r2

Multivariate General Linear Modeling compared videotaped classroom observations (fall, winter, early spring) of the 120-minute literacy block across treatment and control classrooms. Treatment students spent significantly more time in instruction and less in disruptions.

"Overall, treatment classroom teachers demonstrated better classroom management compared to control classroom teachers, Wilks Lambda=.77, F(8, 453)=16.67, p<.001. Post hoc analyses revealed that, on average, students in treatment classrooms spent significantly more time in instruction, more time in teacher/child-managed and child/peer-managed small groups, more time working independently, and less time in disruptions."

Discussion¶

Learner Variables¶

• Time and Continuity — outcome: instruction changes it

Related Claims¶

• More teacher time using A2i software is associated with less classroom time in disruption and discipline events — related
• For first graders with weak initial self-regulation, ISI is associated with greater self-regulation gains, increasing with teachers' A2i use — related
• The ISI intervention shows no main effect on first graders' self-regulation gains from fall to spring — related
• Teachers' universal classroom management practices significantly reduce problem classroom behavior (mean classroom ES = 0.80, ICC=.05) — a broader claim this one bears on