Classroom Management—a Pathway to Student Achievement: A Study of Fourteen Inner‐City Elementary Schools

Freiberg, H. Jerome; Huzinec, Chris A.; Templeton, Stacey M.

doi:10.1086/598843

Cited by 90 publications

(30 citation statements)

References 13 publications

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“…In particular, literature on effective teaching practices that draw on observations of teachers and student surveys highlights the importance of classroom management and general pedagogical practices (Kane & Staiger, 2012;Kane, Taylor, Tyler, & Wooten, 2010). School-level implementation of a classroom and instructional management program also has been found to support student achievement (Freiberg, Huzinec, & Templeton, 2009). Although elements of general pedagogical practices are commonly incorporated into PD programming (e.g., Lemov's, 2010 Teach like a Champion andCanter's, 2006 Classroom Management for Academic Success), the research literature has yet to explore the potential of teacher coaching to improve these skills.…”

Section: Directions For Current Researchmentioning

confidence: 99%

Individualized Coaching to Improve Teacher Practice Across Grades and Subjects: New Experimental Evidence

Kraft

Blazar²

2016

Educational Policy

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This article analyzes a coaching model focused on classroom management skills and instructional practices across grade levels and subject areas. We describe the design and implementation of MATCH Teacher Coaching among an initial cohort of 59 teachers working in New Orleans charter schools. We evaluate the effect of the program on teachers' instructional practices using a block randomized trial and find that coached teachers scored 0.59 standard deviations higher on an index of effective teaching practices comprised of observation scores, principal evaluations, and student surveys. We discuss implementation challenges and make recommendations for researcher-practitioner partnerships to address key remaining questions.Keywords teacher coaching, professional development, randomized control trial, classroom management, instructional support For over a century, school systems in the United States have attempted to improve instructional quality by investing in "on-the-job" teacher training. Today, 99% of public school teachers report participating in some form of

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Section: Directions For Current Researchmentioning

confidence: 99%

Individualized Coaching to Improve Teacher Practice Across Grades and Subjects: New Experimental Evidence

Kraft

Blazar²

2016

Educational Policy

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“…The nature, quality, and distribution of opportunities with a positive atmosphere become a serious condition that must be considered especially for elementary school students [23]. Creating a climate where students and teachers can engage each other and consistently apply discipline to provide high opportunities in improving classroom climate [24].…”

Section: Discussionmentioning

confidence: 99%

The Role of Peer Group, Parental Involvement and Classroom Climate on Students' Achievement

Sasmoko¹,

Saroso²,

Lasmy³

et al. 2017

Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017)

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The development of students is often marked by the success of achieving student achievement in school. The achievement is often used as one of the benchmarks of the success and performance of a school. However, it is possible that on the other hand the development of students is also influenced by family and environmental factors. This study aims to find empirically factors such as Peer Group, Parental Involvement and Classroom Climate in forming Student Achievement. Research method with the correlational approach. The sample of the study were 148 students. Data collecting technique with Likert Scale questionnaire ranges from 1 to 5. Construct validity of each questionnaire with Principle component axis through Varimax Rotation with the eigen value of 0.600. The results showed that: first, there was positive influence of Peer Group (X1), Parental Involvement (X2) and Classroom Climate (X3) both individually and collectively to Student Achievement with Ry123 of 0.710 with variance determination of 0.504. That is, the contribution of Peer Group (X1), Parental Involvement (X2) and Classroom Climate (X3) together in form Student Achievement students of 50.4% while the rest of which is 49.6% formed by at least 1 (one) other variables Based on the residual sum of squares ratio of 2482.448 with sum of squares regression of 2520.579. While Fregression generated at 48.737 is very significant at α <0.01. The decisive main role of forming Student Achievement is Classroom Climate (X3) with t of 5.182 is very significant at α <0.01. The second determinant role of forming Student Achievement is Peer Group (X1) with t equal to 4,047 is very significant at α <0.01. Secondly, there is a difference in Student Achievement if the differentiated level of education with F of 3.991 is significant at α <0.05. Apparently fourth-grade elementary school better achievement than class student 5 and 6 with average equal to 30.5294 and standard deviation equal to 4.86207 significantly at α <0,05. The implication of the research is the need to develop new policies in education governance through the realization of an educational model that creates Transformational Classroom Climate and learning that focuses on Peer Group through Cooperative Learning in order to increase the capacity and potential of students to be maximal in order to maximize Student Achievement.

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“…Evidence also suggests that confident teachers view student misbehavior as an opportunity for new learning (Freiberg, Huzinec, & Templeton, 2009). When they notice a disruption has occurred, they engage in a systematic problem solving process to decide whether they need to confront the situation by reprimanding the misbehaving student, by teaching more adaptive behaviors to the student, and/or by increasing active student responding (Lewis, Hudson, Richter, & Johnson, 2004).…”

Section: Urban Teachers and Their Pd Needsmentioning

confidence: 99%

Understanding Urban Teachers’ Perceptions for Professional Development in Classroom Management

Mathur

Marley²

2015

JET

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Abstract114 school teachers from two urban schools participated in an online survey focusing on classroom management skills. Results were analyzed using a mixed method approach. Teachers reported confidence in general classroom management skills. Hierarchical regression results indicated significant gender difference in favor of female teachers and positive correlations between perceived value of professional development (PD) and teacher confidence in general classroom management, addressing specific challenging behaviors, and motivating learners. Furthermore, the teachers favored face-to-face methods as compared to web-based options. Implications for developing an understanding of teacher manageability to provide PD experiences to improve day-to-day classroom management practice are discussed.

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Classroom Management—a Pathway to Student Achievement: A Study of Fourteen Inner‐City Elementary Schools

Cited by 90 publications

References 13 publications

Individualized Coaching to Improve Teacher Practice Across Grades and Subjects: New Experimental Evidence

Individualized Coaching to Improve Teacher Practice Across Grades and Subjects: New Experimental Evidence

The Role of Peer Group, Parental Involvement and Classroom Climate on Students' Achievement

Understanding Urban Teachers’ Perceptions for Professional Development in Classroom Management

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