A Meta Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students' Academic, Behavioral, Emotional, and Motivational Outcomes
This meta analysis examined which classroom management strategies and programs enhanced students' academic, behavioral, social emotional, and motivational outcomes in primary education. The analysis included 54 random and nonrandom controlled intervention studies published in the past decade (2003 2013) Results showed small but significant effects (average g 0.22) on all outcomes, except for motivational outcomes. Programs were coded for the presence/absence of four categories of strategies: focusing on the teacher, on student behavior, on students' social emotional development, and on teacher student relationships. Focusing on the students' social emotional development appeared to have the largest contribution to the interventions' effectiveness, in particular on the social emotional outcomes. Moreover, we found a tentative result that students' academic outcomes benefitted from teacher focused programs.