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ERIC Number: EJ1234924
Record Type: Journal
Publication Date: 2019-Dec
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0279-6015
Identifying Critical Components of Classroom Management Implementation
Collier-Meek, Melissa A.; Johnson, Austin H.; Sanetti, Lisa H.; Minami, Takuya
School Psychology Review, v48 n4 p348-361 Dec 2019
Research suggests that class-wide academic engagement can be improved by research-based classroom management. However, teachers struggle to implement classroom management consistently and may need ongoing support. Identifying critical components of classroom management could help illuminate mechanisms of action and streamline teacher implementation while achieving the same positive student outcomes. This exploratory study evaluates the relative contributions of teachers' implementation of 14 best practice classroom management strategies on class-wide academic engagement. Findings suggest that frequent references to the schedule and routines, behavior-specific praise, and low rates of error correction are significantly related to high rates of class-wide academic engagement. We highlight implications for researchers interested in classroom management and its core components as well as school psychologists providing classroom management support to teachers.
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A