Teachers' universal classroom management practices significantly reduce problem classroom behavior (mean classroom ES = 0.80, ICC=.05)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i3 large
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Participants in classroom management intervention conditions exhibited significantly less problem classroom behavior after intervention, with a random-effects mean classroom effect size of 0.80 (SE = 0.15, z = 5.44, p = .000) using ICC=.05 and .71 (SE = .13, z = 5.53, p = 0.00) using ICC=.10. → Oliver 2011

q3 i3 In all 12 studies, students in treatment classrooms showed less disruptive, inappropriate, and aggressive behavior compared to untreated students in control classrooms with treatment as usual. → 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 · i3 · large effect, mean classroom ES = 0.80 (ICC=.05); 0.71 (ICC=.10) · quant-synthesis · r2

Random-effects meta-analysis of 12 studies of universal, whole-classroom management interventions in K-12 settings, using standardized mean differences with Hedges small-sample correction and ICC adjustments. The review reports "a statistically significant mean classroom effect size of 0.80" for ICC=.05 and .71 for ICC=.10, with effect sizes ranging from -0.05 to 1.74 (ICC=.05).

"The random effects analysis on the 12 effect sizes produced a statistically significant mean classroom effect size of 0.80 (SE = 0.15, z = 5.44, p = .000) for ICC=.05 and a statistically significant mean classroom effect size of .71 (SE = .13, z = 5.53, p = 0.00) for ICC=.10"

Studies bearing on this claim¶

Does a planned, whole-class management approach reduce disruptive behavior and raise engaged time compared with usual practice? This table gathers the studies behind this claim and the 4 narrower claims that bear on it: 3 distinct studies (2 quant-synthesis, 1 review), q2–q4, 2 of 3 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Related Claims¶

• Manualized COMP programs and other classroom management approaches do not differ significantly in effectiveness — a narrower finding that bears on this claim
• Effect sizes across classroom management studies are homogeneous, with no significant moderator variability — related
• Positive Greetings At The Door Improve Engagement — a narrower finding that bears on this claim
• SWPBIS produces a very small reduction in teacher-rated aggressive and disruptive behavior among elementary school children over 4 years (ES = 0.12) — related
• More teacher time using A2i software is associated with less classroom time in disruption and discipline events — 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 — a broader claim this one bears on
• Teachers who effectively implement classroom management can engage students in learning activities for more than 90 percent of allocated time — related
• Universal school-based SEL programs improve students' behaviour, with a small and, in recent randomised trials, negligible effect on academic achievement — related
• ISI teachers demonstrate stronger classroom management than control teachers, with more instructional time and fewer disruptions — a narrower finding that bears on this claim