Effective classroom management strategies for educational practice

Samenvatting

Numerous studies have shown that teachers play a key role in shaping effective education. Effective classroom management is conditional for enabling effective education. In the study proposed here, classroom management strategies that support and facilitate effective teaching and learning are investigated.

Classroom management is defined as the actions teachers take to create an environment that supports and facilitates both academic and social-emotional learning. Effective strategies focus on preventive rather than reactive strategies. Establishing positive teacher-student relationships is an effective preventive strategy (e.g. negotiate on classroom rules instead of impeding them), whereas punishment is generally an ineffective reactive strategy. In effectively managed classrooms, students? engagement and achievement are evidently higher.

Mastering effective classroom management strategies is a base competence for all teachers, however, which strategies are effective in current educational settings is unclear. The daily practice in primary school classrooms has changed rapidly toward more student-centred and cooperative learning, and the most recent meta-analysis on classroom management was conducted in 2003. This stresses the need for a renewed overview of effective classroom management strategies.

Our objective is to conduct a meta-analysis on the effects of various classroom management strategies that enhance students? academic performance in primary education. The meta-analysis encloses studies published since 2003, that examine the effects of classroom management strategies on academic outcomes (e.g. student performance, time-on-task) and on social-emotional outcomes (e.g. student engagement, student behaviour). This knowledge base supports (beginning) teachers in their challenge to effectively manage their classrooms in current educational settings.

Output

Wetenschappelijk artikel

  • H. de Boer, M.F. van Kuijk, S. Doolaard, H. Korpershoek, T. Harms(2016): A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students' Academic, Behavioral, Emotional, and Motivational Outcomes Review of educational Research pp. 1 - 38

Professionele publicatie

  • H. Korpershoek, M.F. van Kuijk, G.J. Harms, H. de Boer, S. Doolaard(2014): Effectieve strategieën en programma?s voor klassenmanagement in het primair onderwijs
  • S. Doolaard(2014): Effective classroom management strategies and classroom management programs for educational practice

Publicatie bedoeld voor een breed publiek

  • H. Korpershoek, M.F. van Kuijk(2014): Grip op de groep!

Kenmerken

Projectnummer

411-12-226

Hoofdaanvrager

Dr. S. Doolaard

Verbonden aan

Rijksuniversiteit Groningen, Faculteit Gedrags- en Maatschappijwetenschappen, Instituut voor onderzoek van onderwijs

Uitvoerders

Dr. H. de Boer, Dr. T. Harms, Dr. H. Korpershoek

Looptijd

12/07/2013 tot 21/09/2015