Measuring Classroom Management in Secondary Settings: Ongoing Validation of the Direct Behavior Rating-Classroom Management

Abstract

Classroom management (CM) practices have a well-established, intuitive, and empirical connection with student academic, social, emotional, and behavioral outcomes. CM, defined as educator practices used to create supportive classroom environments, may be the implementation factor that is most impactful of the universal Tier I supports. Recognizing the importance of CM and existing deficiencies in pre- and in-service training for teachers, schools are increasingly turning to data-driven professional development activities as a solution. The current study continues the validation process of the Direct Behavior Rating-Classroom Management (DBR-CM), an efficient and flexible measure of teacher CM practices in secondary school settings. Data were collected from 140 middle and high school classrooms. Results found DBR-CM scores to be significantly correlated with several scores on concurrently completed measures of CM, including those that rely on systematic direct observation and rating scales. Findings continue the accumulation of validity evidence to address extrapolation, generalization, and theory-based inferences underlying the interpretation and intended uses of the DBR-CM. Results are promising and build on previous DBR-CM validation work. Limitations and implications are discussed.

Managing Classroom Using Real-life Experience: The concept of Freedom in Learning Implementation

“…These activities include preparing lesson plans, presenting materials, presenting media or teaching aids, providing evaluations, and providing follow-up learning (Popham and Baker 2008;Mansor et al 2012;Osman 2013). Classroom management is one of the important aspects of the teaching and learning process because it greatly influences the success of achieving learning objectives (Sims et al 2022). In fact, the purpose of classroom management is to create a classroom situation and condition an effective learning environment so as to enable students to learn and develop their abilities to the fullest (Rukmana and Suryana 2006;Watkins 2008;Yamin and Maisah 2009;Mansor et al 2012).…”