Use Of Classroom Management Strategies Research Articles

Paraprofessionals' use of classroom management in a small‐group intervention

AbstractAlthough previous research suggests the use of classroom management strategies can support student engagement and learning, gaps in the literature still exist including the frequency of classroom management strategies in small‐group instruction. The purpose of this descriptive study was to measure the frequency of paraprofessionals' (n = 94) classroom management strategies within the context of a small‐group intervention for kindergarteners at‐risk of reading difficulties. This study contributes to the field by finding that trends described in previous studies continue to be demonstrated in this targeted instructional setting, in particular, regarding the infrequent use of praise with students at‐risk of academic failure. The results of paired‐sample sign tests suggest that when providing corrective feedback, paraprofessionals were more likely to specifically label the behavior being reprimanded. However, paraprofessionals infrequently labeled the specific behavior being reinforced when praising students.

Graduate Education Learned Experiences: A Case of Masteral Students Teaching Social Science

Professional growth is essential in upgrading skill sets and being more proficient in the respective field of work. This is a qualitative case study focused on the application of learning experiences of graduate students enrolled in Master of Arts in Teaching Social Science to their profession and the possible inputs to improve the masteral degree program. Furthermore, this study is anchored on Theory of Generalization of Experience by Charles Judd. The primarily focus of the study is on the experiences of the graduate students in their masteral degree that were used to their in-service teaching. Seven graduate school students who are currently teaching as their profession participated in the study. Individual interviews and focus group discussion were conducted to gather the necessary data. Thematic analysis was used to identify themes relevant to the study. The findings of the study include the use of classroom management strategies, incorporating new methods and ideas in teaching, and integration of contemporary issues and concerns in discussions.

Supporting Teachers’ Use of Classroom Management Strategies via Different School-Based Consultation Models: Which Is More Cost-Effective for Whom?

Although intensive interventions can be more costly than less intensive interventions, for some individuals, they may be more cost-effective. We extend the examination of differential cost-effectiveness to teacher consultation by examining the association between teacher-level characteristics (baseline knowledge, beliefs, skills) and change in target student behavior under standard problem-solving consultation conditions and enhanced consultation using motivational interviewing techniques. In a sample of 58 elementary school teachers (consultees), enhanced consultation was more costly and effective than standard consultation regardless of teacher-level characteristics. Enhanced consultation was particularly cost-effective in changing student behavior among teachers low in knowledge of classroom management strategies and student behavior, intervention-supportive beliefs (perceptions of responsibility for students’ problematic behavior), and baseline skills relative to standard consultation. Sensitivity analyses reveal that enhanced consultation may be more costly and less effective among teachers higher in knowledge and intervention-supportive beliefs, and/or skills. We discuss implications for multitiered professional development for teachers. Impact Statement Many schools have limited resources (e.g., cost, staff personnel) to provide teachers consultation to promote positive student behaviors in their classrooms. Findings from this study revealed enhanced, individualized multicomponent consultation (i.e., problem-solving consultation that integrates of techniques borrowed from motivational interviewing and cognitive behavioral therapy to address barriers to implementation) was more costly and more effective than standard, problem-solving consultation, particularly for teachers lower in class-wide management knowledge, beliefs, and skills. For schools considering how to allocate resources, educators may consider providing these teachers enhanced consultation.

Facilitators and Barriers of Teachers’ Use of Effective Classroom Management Strategies for Students with ADHD: A Model Analysis Based on Teachers’ Perspectives

Students with attention-deficit/hyperactivity disorder (ADHD) often experience school-related difficulties. Although evidence-based classroom management strategies (CMS) are known to alleviate such problems, they are rarely implemented. The current study examined whether a path model including variables influencing the use of effective CMS developed by top-down methods can be replicated utilizing an open science method. An extended model including class size and experience with children with ADHD was also calculated. We further explored prominent implementation barriers. N = 336 in-service teachers completed an online survey. Perceived effectiveness, training on ADHD, perceived disruption, and affiliation with primary/special educational needs schools were important variables associated with the use of CMS. While class size was not correlated with the use of CMS, experience mediated by training revealed an indirect association with it. Class size, lack of time, and many students with disabilities were the most frequently reported implementation barriers. The implementation of effective CMS could thus be mainly enhanced by improving how effectiveness is perceived and by engaging teachers in ADHD-specialized training. Preparing teachers in how to cope with potential barriers should also be considered.

Communication, interaction and management in a classroom

This article deals with the main activities such as communication, interaction and management in a classroom effective education refers to the degree to which schools are successful in accomplishing their educational objectives. This definition concentrates on the responsibility of the teacher and relates the use of classroom management strategies to multiple learning goals for students. Following this definition, effective classroom management skills seem to focus on preventive rather than reactive classroom management procedures. It is increasingly characterized by student-centred approaches to learning as opposed to teacher-centred, with a large emphasis on students' metacognitive skills and cooperative learning.

A Randomized Controlled Trial of MTSS-B in High Schools: Improving Classroom Management to Prevent EBDs

This study presents findings from a 58 high-school group-randomized controlled trial testing the effectiveness of training in a multitiered system of supports for behavior (MTSS-B) framework, which was leveraged to reduce students’ risk for emotional and behavior disorders. The trial tested the impact of MTSS-B, which included (a) training in the broader MTSS-B framework that went beyond the existing Tier 1 (school-wide PBIS) training offered by the state; (b) project-provided coaching and technical assistance supports; and (c) integration and training in evidence-based behavioral or social-emotional programs at Tiers 2 and/or 3. We reported effects of MTSS-B on implementation of positive behavior supports across all three tiers using the Schoolwide Evaluation Tool (SET) and Individual Student Systems Evaluation Tool (ISSET), as well as on external observations of teachers’ use of classroom management strategies. Results indicated significant effects on multiple SET subscales and significant reductions in teachers’ use of reactive behavior management.

Middle School Teachers’ Perceptions and Use of Classroom Management Strategies and Associations With Student Behavior

Disruptive student behavior in middle school is associated with negative outcomes, including poor grades, low achievement scores, dropout, lost teaching time, teacher burnout, and societal expenditures. Classroom Behavior Management (CBM) strategies are effective at reducing disruptive behavior, decreasing teacher stress, and increasing achievement with elementary students, but less is known regarding these strategies for middle school students. The purpose of the current study was to assess (a) the rates of disruptive and on-task student behaviors in middle school classrooms, overall and by academic context that included individual seatwork, group/partner work, small-group instruction, and whole-group instruction; (b) the rates of observed (appropriate and inappropriate commands, labeled and unlabeled praise, opportunities to respond; appropriate response to rule violations) and self-reported (appropriate commands, reprimands for inappropriate behavior, strategic ignoring, if/then contingencies, and send to principal’s office) CBM strategies; and (c) relationships between observed teacher strategy use and rates of disruptive and on-task behaviors. The results indicated that there was wide variability in teachers’ use of CBM strategies, their perceptions of the effectiveness of CBM strategies, and the frequency of disruptive student behavior. In addition, overall, teachers demonstrated low rates of appropriate responses to disruptive behavior. Notably, appropriate responses to disruptive behavior had the strongest association with total rates of disruptive and on-task behaviors. The implications of these findings for teacher training are discussed.

Unknown, Unloved? Teachers\u2019 Reported Use and Effectiveness of Classroom Management Strategies for Students with Symptoms of ADHD

BackgroundEffectiveness studies indicate various classroom management strategies (CMSs) that are helpful for students with attention-deficit/hyperactivity disorder (ADHD), but little is known about teachers’ experiences with these CMSs in school practice.ObjectiveThis study examined primary and secondary school teachers’ reported frequency of use and the perceived effectiveness of evidence-based CMSs for students with symptoms of ADHD.MethodDutch primary (n = 89) and secondary (n = 51) school teachers completed a survey in which they reported how often they use and how effective they experience several CMSs for students with ADHD symptoms. The frequency of use of CMSs was also rated for typically developing (TD) students.ResultsTeachers reported applying antecedent-based CMSs most often and self-regulation CMSs least often, which was in accordance with the perceived effectiveness of these types of CMSs. Primary school teachers applied antecedent-based CMSs more often for students with ADHD symptoms than for TD students, whereas secondary school teachers did not adapt their use of CMSs especially for such students. Secondary school teachers with a more positive attitude towards ADHD reported that they use CMSs more frequently for students with ADHD symptoms. Other teacher characteristics did not play a significant role.ConclusionTeachers’ reported frequency of use and the perceived effectiveness of CMSs for students with ADHD symptoms do not conform to evidence-based effectiveness. Regarding the use of CMSs, secondary school teachers generally do not provide additional support for students with ADHD symptoms. These findings have important implications for the provision of adequate teacher training.

The Coverage of Classroom Management in Teacher Evaluation Rubrics

Many teachers struggle with the classroom management skills necessary to support students with disabilities. Teacher evaluation is a potential method for supporting teachers’ use of classroom management strategies. The authors evaluate the extent to which classroom management was included in state teacher evaluation rubrics and the types of classroom management topics that were included in the rubrics. They find that while one fifth of standards and indicators were related to classroom management, there was large variability across states. Rubrics that included classroom management focused on proactive strategies, but often did not include specific evidence-based practices that could help teachers improve their classroom management skills. Very few rubrics included any focus on how to address student misbehavior. In light of these findings, the authors provide a discussion of the importance of including high-quality standards and indicators about classroom management to support teachers of students with disabilities.

Profiles of classroom behavior in high schools: Associations with teacher behavior management strategies and classroom composition

Although there has been considerable attention to the issue of classroom management and processes in educational reform models, there has been relatively limited research on these factors in high schools. The current study utilized observational data from 1262 classrooms in 52 high schools to examine teacher classroom management strategies and ratings of student compliance, engagement, and social disruption. Latent profile analysis (LPA) was conducted to examine specific patterns of classroom-wide student behavior in relation to teachers' use of classroom management strategies and classroom composition. The LPA revealed three distinct classroom behavioral profiles where students consistently met behavioral expectations (71%), inconsistently met expectations (23%), and were noncompliant (6%). Analyses indicated a functional association between patterns of student behavior and teachers' classroom management. In classrooms where students consistently met expectations, teachers provided more opportunities to respond and less disapproval and reactive behavioral management. Classrooms with noncompliant students had teachers who used the most disapproval and reactive behavior management. In addition, classrooms characterized as consistent had fewer males and more White students than classrooms characterized by inconsistent and noncompliant behaviors. These findings highlight the link between student patterns of behavior and teacher classroom management and have important implications for screening and professional development.

Self‐reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behaviour

This study investigated the relationship between primary school teachers’ self‐reported and actual use of classroom management strategies, and examined how the use of proactive and reactive strategies is related to teacher stress and student behaviour. The total sample consisted of 97 teachers from primary schools within Melbourne. Teachers completed four questionnaires which gathered information on demographics, disruptive student behaviour, teacher management strategies, and teacher self‐reported stress. In addition, 20 of the 97 teachers were observed in their classrooms while teaching, with teacher behaviour management strategies and student on‐task behaviour recorded. Observation and questionnaire data were then matched. The findings indicated that teacher self‐reports accurately reflect actual practice, that relatively minor forms of student misbehaviours are a common concern for teachers, and that teachers are spending a considerable amount of time on behaviour management issues. The findings also revealed that the use of predominantly reactive management strategies has a significant relationship with elevated teacher stress and decreased student on‐task behaviour. These findings have important implications for teaching practices and student learning.

Transporting an evidence-based classroom management program for preschoolers with disruptive behavior problems to a school: An analysis of implementation, outcomes, and contextual variables.

The transportability of an evidence-based teacher professional development program, the Incredible Years Classroom Management Program, was evaluated. This study compared the impact of two training methods: self-administered videotape modeling (VM) and self-administered videotape modeling plus consultation (VMC) on teachers’ use of classroom management strategies, reductions in disruptive behaviors, acceptability, and contextual barriers of sustaining EBIs in practice settings. Four pairs of teachers (N 8) were randomly assigned to VM or VMC conditions in a multiple probe design. Students (1–2 per classroom; N 13) displaying high levels of externalizing problems also participated. Statistically significant between-groups differences in teacher confidence ratings, use of positive instructional practices, and acceptability favored the VMC condition. Positive trends favoring VMC students, including clinically significant increases in social competence, were also found. Although students in both groups exhibited reductions in disruptive behaviors, significant betweengroups differences related to disruptive behavior were not observed. Findings related to contextual variables (e.g., time, cost, institutional support, adaptability of the program) have implications for future adoption of this program.

Research Issues and Needs regarding Teacher use of Classroom Management Strategies

In this paper research is identified that supports the use of specific classroom management strategies in classrooms for children with emotional and behavioral disorders (EBD). Information is presented that indicates that these strategies may not be implemented or may not be effectively implemented by the teachers of students with EBD. It is suggested that classroom management strategies, as tested in experimental studies, may not match the needs and resources in actual classrooms for students with EBD. Issues of determining which strategies and how they are used in classrooms, as well as matching proven strategies to classroom needs and measures of intervention fidelity, are targeted as primary areas in need of research.

An analysis of the relationship of teachers' reported use of classroom management strategies on types of classroom interactions

The results of an investigation to determine teachers' reported use of classroom management strategies and their relationship to teacher and student interactions are presented. We interviewed 20 teachers to determine how they developed and used classroom management strategies, and then observed the interactions of these teachers with children with serious behavior disorders (SBD). Results identified two groups of teachers: one that scored high on planned use of the strategies, and one that scored low. Comparisons between the two groups of the interaction patterns revealed small, but statistically significant differences in the mean length and total percent time involved in positive interactions. The group reporting higher use of the management strategies engaged in positive interactions which were longer in duration than the interactions of the group reporting lower use. The results are discussed in terms of further research needs and implications for teacher training programs.