Students' academic outcomes tentatively benefit from teacher-focused classroom management programs¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q4
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i? The authors report a tentative result that students' academic outcomes benefitted from teacher-focused programs. → Korpershoek 2016

Evidence¶

Korpershoek 2016¶

Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2016). A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students' Academic, Behavioral, Emotional, and Motivational Outcomes. Review of Educational Research, 86(3), 643-680. https://doi.org/10.3102/0034654315626799

q4 · i? · quant-synthesis · r?

Moderator analysis of the 54 included studies coded for strategy focus; the authors themselves label the teacher-focus finding "a tentative result", and no separate effect size is printed in the supplied text.

"Moreover, we found a tentative result that students’ academic outcomes benefitted from teacher-focused programs."

Discussion¶

Related Claims¶

• Programs focusing on students' social-emotional development contribute most to classroom management intervention effectiveness, especially on social-emotional outcomes — related
• Expanding interstudy intervals led to better recall than fixed intervals, but conclusions are tentative — related
• Spaced Retrieval Improves Retention — related
• Antecedent-focused emotion regulation strategies are linked to higher-quality teacher-student interactions and better classroom management — related
• Classroom management interventions in primary education show small but significant average effects (g = 0.22) on academic, behavioral, and social-emotional outcomes but not on motivational outcomes — related