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Autor/inn/en | Herman, Keith C.; Reinke, Wendy M.; Dong, Nianbo; Bradshaw, Catherine P. |
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Titel | Can Effective Classroom Behavior Management Increase Student Achievement in Middle School? Findings from a Group Randomized Trial |
Quelle | In: Journal of Educational Psychology, 114 (2022) 1, S.144-160 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Herman, Keith C.) Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0663 |
DOI | 10.1037/edu0000641 |
Schlagwörter | Program Effectiveness; Classroom Techniques; Student Behavior; Behavior Modification; Middle School Students; Urban Schools; Intervention; Behavior Problems; Attention; Time on Task; English Instruction; Mathematics Instruction; Academic Achievement; Faculty Development; Classroom Environment; Positive Reinforcement; Classroom Assessment Scoring System Klassenführung; Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Aufmerksamkeit; Zeitaufwand; English langauage lessons; Englischunterricht; Mathematics lessons; Mathematikunterricht; Schulleistung; Klassenklima; Unterrichtsklima |
Abstract | This cluster randomized controlled trial evaluated the efficacy of the CHAMPS classroom management program on the social behavioral and academic outcomes of a large diverse sample of middle school students within an urban context. Participants included 102 teachers and 1,450 students in sixth to eighth grade. Two-level hierarchical linear models (HLM) were conducted to examine the overall treatment effects on student behavior and academic outcomes. In addition, mediation analyses examined a hypothesized putative mechanism for observed academic outcomes. Findings indicated that CHAMPS improved teacher ratings of student concentration problems (d = -0.18) and classwork completion (d = 0.18), observed student time-on-task (d = 0.16), and student scores on broad English (d = 0.14), and math problem solving (d = 0.17) academic achievement tests. Null effects were observed for student prosocial and disruptive behaviors and self-regulation skills as well as reading comprehension and broad math achievement performance. Main effects on the English achievement test scores were partially mediated by student improvements in observed time-on-task. Practical significance of the findings and implications for schools and policymakers are discussed. (As Provided). |
Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |