Initiative Description: 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. Classroom-level data were obtained via direct observations in classroom settings. Observers sat in the back of the classroom and systematically picked a student at random from among the class who would be the target student. All observations were then completed on that random target student and the classroom teacher as a dyad. Data collection took place during instructional times that included reading, math, social studies, and science. Observations lasted 15 minutes. There is a positive relationship between teachers’ classroom management practices and student outcomes.
Study Results: Improved classroom management practices (teachers) and student outcomes.
Reference: Gage, N. A., Scott, T., Hirn, R., & Macsuga-Gage, A. S. (2017). The Relationship Between Teachers’ Implementation of Classroom Management Practices and Student Behavior in Elementary School. Behavioral Disorders,43(2), 302-315. doi:10.1177/0198742917714809
Level of Evidence: Good