Classroom Management Research Research Articles

A Systematic Meta-Review of Measures of Classroom Management in School Settings

The purpose of this study was to conduct a systematic meta-review with the goal of documenting the landscape of measures of classroom management in the school-based literature. Our systematic search for systematic reviews and extraction of primary studies in the classroom management research yielded 73 studies for inclusion that captured 76 different classroom management measures. We present an inclusive repository of measures from the field. Results revealed high levels of variability in aspects of both scales and observational measures across a range of domains assessed. We discuss our descriptive analysis of the landscape of classroom management measures and provide implications for future work.

The Intimate Correlation of Invitational Education and Effective Classroom Management

Critics of Invitational Education and other self-concept approaches tolearning have long argued that there is a lack of empirical data tosupport the claims that approaches to student instruction based on selfconcepttheory are central to effective learning. Ellis (2001) examinesa number of these analyses where self-concept, self-esteem, and selfefficacyare derided as antecedents to successful learning. However, byexamining the empirical research on classroom management, all of thecritical elements of invitational education can be found. Invitationaleducation is shown to provide a strong, comprehensive, and comprehensibletheoretical foundation to a classroom or school-basedclassroom management plan based on the maturing field of classroommanagement research.

Manajemen Kelas dalam Pembelajaran Al-Quran Metode Ummi di MTs Sunan Drajat Banjarwati Paciran Lamongan

MTs Sunan Drajat Banjarwati Paciran Lamongan is one of the institutions located under the auspices of the Sunan Drajat Islamic Boarding School which has an Ummi method of learning Al-Quran learning program. To produce a good Quranic generation, it is necessary to have class management to create conducive classroom conditions, in order to overcome obstacles in student learning. So to describe how the implementation of the Ummi method in learning Al-Quran, this research was carried out. Research objectives 1) How is classroom management in the Ummi method of learning Al-Quran at MTs Sunan Drajat Banjarwarti Paciran Lamongan? 2) What are the problems and solutions for classroom management in the Ummi method of learning Al-Quran at MTs Sunan Drajat Banjarwati Paciran Lamongan? This research is a qualitative research that produces data and is analyzed using a descriptive method that is adapted to the Ummi method of learning Al-Quran at MTs Sunan Drajat Banjarwati Paciran Lamongan. The data collected using interview techniques, observation and documentation of the results of classroom management research in Al-Quran learning the ummi method as follows 1). Teacher planning to prepare PROTA (Annual Program) and PROMES (Semester Program), class grouping at the beginning of PPDB (New Student Admission) with the Pre-Test, regarding the implementation the teacher adjusts to the 7 stages that have been set by the teacher, evaluating there are several evaluations assessment during learning takes place, when UAS (School Final Examination) and UTS (Middle Semester Examination) increase in the last volume of Imtihan and Khotmil. 2). The problems and solutions are: lack of teachers in learning, student discipline with solutions must be brave to add 2 times more teachers during learning and with certified teachers, take Tahsin once a month.

A Systematic Review of Studies on Classroom Management from 1980 to 2019

This review study aims to reveal trends in classroom management research by employing a two-stage analysis of articles indexed by the Web of Science. The bibliometric analysis results indicated the descriptive statistics of the articles, the most productive countries and authors, the most popular articles, journals, and keywords, annual scientific production, growth of the top three journals by year, and the pioneer and influencer researchers in classroom management. The content analysis results showed the changes in the selection of methods, purposes, and participants for nearly three decades of classroom management research. This review concluded that interest in classroom management has been constantly growing, but research on classroom management is not prevalent worldwide.

An evaluation of the Behavior and Instructional Management Scale's psychometric properties using Portuguese teachers

Classroom management research is an important topic as teachers cannot effectively educate students in unstructured environments. With that said, few psychometrically sound measures are available to measure behavior and instructional management. Using 1520 Portuguese teachers, we evaluated the Behavior and Instructional Management Scale's (BIMS) psychometric properties using Bayesian estimation and found that the original 12-item scale provided reasonable evidence of factorial validity and internal consistency reliability; however, a slightly revised model may be more promising. The BIMS subscales also had strong concurrent validity evidence based on the associations with perceived student engagement, perceived instructional strategies, and perceived classroom management.

A Review of Research on Classroom Management in Turkey

This study aimed to review and critique classroom management research in Turkey, and present the emerging themes and findings of the selected studies on classroom management undertaken through 2002 to 2014. This paper reports on a content analysis of 46 classroom management research papers published in selected national and international journals and 8 peer-reviewed master/Phd thesis. Selection and then content analysis of the selected 54 studies in total were done in considering pre-determined criteria. Firstly, the findings indicated that teachers’ ability to create this interactive classroom environment was influenced by some variables such as teacher beliefs and teachers’ expectations of the students. Second, it demonstrated the complex nature of classroom management as it was investigated through a rich set of variables in the study. Third, it provided implications for teachers and teacher trainers on classroom management. Finally this study outlines the critical areas of research on classroom management and identifies areas of further research.

Technology of the Self and Classroom Management—A Systematic Approach for Teacher Students

In order to reduce the relatively high burden of teaching profession and to improve teachers’ skills in their interactions with students, a systematic introduction to Technologies of the Self and a continuous training of their use should be established in Teacher Education. We explored whether students in Teacher Education classify rational-emotive behavior therapy (REBT) as a useful Technology of the Self. We taught the basics of REBT in a university setting in addition to the traditional contents of Classroom Management research. Using a repeated-measures design, we explored the results of implementing Classroom Management research including a continuous and systematic teaching and training of a Technology of the Self that was based on REBT (N = 110 teacher students). We assessed varying degrees of realism in teaching (low, medium, high, control). The students evaluated the courses before (T1) and after taking them (T2) regarding their usefulness for teaching profession. The trainees also evaluated the usefulness of the course content 6 months after the course was finished (T3). The results show that applying a systematic Technology of the Self such as REBT and its affiliated rational emotive education (REE) is quite necessary and should be given high priority in teaching Classroom Management (CM).

Pre-Service Teacher Training in Classroom Management

Effective classroom management skills are essential for teachers. Unfortunately, many teachers do not receive adequate classroom management training prior to beginning their teaching careers and feel unprepared for the demands of managing student behaviors in their classrooms. In this article, we describe (a) the number of states with state policy that requires pre-service teachers to receive instruction in evidence-based classroom management practices and (b) the extent to which teacher preparation programs provide this instruction for pre-service teachers. The results of this review indicate that although effective classroom management practices have been identified, a significant gap exists between the effective classroom management research base and requirements for teacher training. As a result, many pre-service teachers may not be prepared to effectively manage student behavior upon completion of a teacher preparation program due to a lack of exposure to classroom management content.

The measurement of classroom management self‐efficacy: a review of measurement instrument development and influences

Teachers' self‐efficacy (SE) in their classroom management capabilities is thought to be an important factor in teachers' overall judgements of their teaching SE. Low SE in classroom management has been linked to teacher attrition and burnout, and reduced student learning outcomes. This article provides the first comprehensive review of classroom management as a factor in the construct of teacher SE. Twenty‐five peer‐reviewed articles published from 1984 to 2009 that reported on the use of SE scales containing at least one novel classroom management self‐efficacy (CMSE) item were reviewed. The validity and reliability of CMSE scales and items were found to be very good, with classroom management items pertaining to maintaining order and control the most frequent category included. Approximately one in four items in the SE scales reviewed was CMSE item, and, in general, CMSE items were not linked explicitly to classroom management research or contemporary psychological or philosophical approaches.

Classroom Management in Primary Schools: A Review of the Literature

A considerable body of classroom management research has attempted to examine teacher and student variables believed to correlate with student academic achievement. However, only some of these variables are alterable by the school. Knowledge of these alterable variables may assist schools to make informed decisions about managing primary school classrooms to maximise student achievement. Evidence suggests that students' activity (level of academic engaged time and academic learning time) may be causally intermediate between the teacher's implementation of the curriculum (including a teacher's managerial skills, discipline procedures, and instructional methods) and the student's learning. This paper reviews the literature related to a number of alterable teacher and student variables that impact on a student's academic achievement. Existing difficulties of, and future directions for, classroom management research are discussed.

Applications of classroom management research findings

The purpose of this study was to examine the long‐term effects of providing a research‐based approach to classroom management through a two‐phase staff development process. Findings indicate that teachers identified specific benefits they gained from implementing group development and cooperative learning strategies. The findings also indicate that classrooms of high implementors differed from classrooms of low implementors. Finally, specific characteristics of the staff development experience which teachers felt contributed to their long‐term use of the new ideas were identified. Implications for staff development are discussed. 1This paper was supported in part by the Department of Teacher Education, Michigan State University, East Lansing, Michigan.