ERIC Number: EJ1166712
Record Type: Journal
Publication Date: 2018-Feb
Abstractor: As Provided
The Relationship between Teachers' Implementation of Classroom Management Practices and Student Behavior in Elementary School
Gage, Nicholas A.; Scott, Terrance; Hirn, Regina; MacSuga-Gage, Ashley S.
Behavioral Disorders, v43 n2 p302-315 Feb 2018
Teachers' classroom management practices have a direct impact on their students' probability of success. Evidence-based classroom management practices include (a) active instruction and supervision of students (i.e., teaching), (b) opportunities for students to respond, and (c) feedback to students. In this study, we examined the degree to which teachers implemented evidence-based classroom management practices and whether there was a relationship between use of those teacher behaviors and students' time engaged in instruction and rate of disruptions. Using latent class analysis, we identified four groups of teachers from 1,242 teacher-student dyads in 65 elementary schools, with one group of teachers demonstrating very low rates of classroom management practices. We then modeled the predictive relationship of being in classrooms with low rates of classroom management practices and student engagement and disruptive behavior within a multilevel framework. Results indicate that students in classrooms with low rates of classroom management practices were statistically significantly less engaged in instruction, whereas no differences in disruptions were found. The results are discussed within the context of prior research, students with or at risk for emotional and/or behavioral disorders, and study limitations.
Descriptors: Classroom Techniques, Teacher Student Relationship, Student Behavior, Elementary School Students, Teacher Effectiveness, Multivariate Analysis, Observation, Feedback (Response), Teacher Behavior
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A