Research-Based Programs for Preventing and Solving Discipline Problems

Freiberg, H. Jerome; Lapointe, Judith M.

doi:10.4324/9780203874783.ch28

Cited by 22 publications

(23 citation statements)

References 1 publication

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“…Since 1990, national and international research studies and evaluations have found CMCD to (1) significantly increase teacher and student attendance (Freiberg & Stein, 2003); (2) reduce office discipline referrals (Freiberg, Stein, & Huang, 1995;Harwood, 2008;Opuni, 2006); (3) increase student achievement in mathematics and reading, with effect-size gains translated into onethird to nearly one full year's gain in mathematics and reading on state and national tests (Eiseman, 2005;Freiberg et al, 1995Freiberg et al, , 2001Freiberg, Huzinec, & Lamb, 2008;Opuni, 2006;Slavin & Lake, 2008); (4) create a healthier school climate (Eiseman, 2005;Opuni, 2006); and (5) improve classroom and school learning environments (Eiseman, 2005;Freiberg et al, 2001;Freiberg & Lapointe, 2006). Opuni's (2006) longitudinal evaluation found that CMCD teachers report having several weeks more time to teach-time previously used for discipline and classroom management.…”

Section: Profile Of Cmcd: a Classroom And Instructional Management Prmentioning

confidence: 98%

“…Moreover, examining the relationship of classroom management in active learning environments needs to be explored in greater depth. Too many inner-city elementary classrooms do not have the prerequisite classroom management systems to enable the level of student self-discipline needed for cooperative, interactive, and self-directed learning (Freiberg & Lapointe, 2006;Sharan, 1993). Given the nation's current emphasis on highstakes testing, programs like CMCD that provide a caring learning environment will enable youth to achieve in challenging circumstances (Freiberg, 1994).…”

Section: Limitationsmentioning

confidence: 98%

“…Kounin (1970) demonstrated in his earlier research the relationship between a teacher's management and instructional actions and student behaviors. It is difficult for teachers both to control student behavior and provide for complex instruction (Cohen, 1994); if there is a choice between the two, complex instruction often suffers (Freiberg & Lapointe, 2006).…”

mentioning

confidence: 99%

“…The authors established that most widely used programs lack the comprehensive element of prevention, relying instead on disciplining students after the fact. A review of 900 classroom discipline management programs 16 years later found few programs with research to support their programmatic impact on student achievement or behavior (Freiberg & Lapointe, 2006).…”

mentioning

confidence: 99%

See 3 more Smart Citations

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

Freiberg

Huzinec

Templeton

2009

The Elementary School Journal

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Section: Profile Of Cmcd: a Classroom And Instructional Management Prmentioning

confidence: 98%

Section: Limitationsmentioning

confidence: 98%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

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

Freiberg

Huzinec

Templeton

2009

The Elementary School Journal

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“…In fact, this is the core idea of those educational programmes defined as being 'resiliency based'. These programmes foster protective factors, such as pro-social skills and social competence (Freiberg & Lapointe, 2006).…”

Section: The Resilience Frameworkmentioning

confidence: 99%

Social resilience within a social and emotional learning framework: the perceptions of teachers in Greece

Πούλου

2007

Emotional and Behavioural Difficulties

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Given the link between social skills, problem solving and resilience, it could be a helpful way forward to link the construct of social resilience to the social and emotional learning (SEL) framework. This article first discusses core ideas of both constructs, and supports the integration of the social resiliency framework into a broader conceptualization of SEL. In the second part, studies of Greek teachers' perceptions of the skills and attributes of socially and emotionally competent students, as well as the role of school in the cultivation and promotion of these skills are presented. Teachers' emphasis on resilience as one of the key features of a competent child in conjunction with a number of social, emotional and cognitive skills provides empirical evidence for the adoption of a unified framework of resilience and social and emotional learning.

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What can we do to reduce disciplinary school exclusion? A systematic review and meta-analysis

et al. 2019

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Objectives To systematically review and quantitatively synthesise the evidence for the impact of different types of school-based interventions on the reduction of school exclusion. Methods A systematic search of 27 databases including published and unpublished literature was carried out between September and December 2015. Eligible studies evaluated interventions intended to reduce the rates of exclusion, targeted children from ages four to 18 in mainstream schools, and reported results of interventions delivered from 1980 onwards. Only randomised controlled trials were included. Two independent reviewers determined study eligibility, extracted data, and rated the methodological quality of studies. Results Based on the 37 studies eligible for meta-analysis, under a random effects model, results showed that school-based interventions significantly reduced school exclusion during the first 6 months after implementation SMD = .30, 95% CI [.20, .41], p < .001. The impact at follow-up (i.e. 12 or more months) was reduced by half and it was not statistically significant. Heterogeneity was mainly explained by the role of the evaluator: independent evaluators reported lower effect sizes than researchers involved in the design and/or delivery of the intervention. Four approaches presented promising and significant results in reducing exclusion: enhancement of academic skills, counselling, mentoring/monitoring, and skills training for teachers. Conclusions Results suggest that school-based interventions can be effective in reducing school exclusion in the short term. Some specific types of interventions show more promising and stable results, but, based on the small number of studies involved in our calculations, we suggest that results are interpreted with caution.

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Research-Based Programs for Preventing and Solving Discipline Problems

Cited by 22 publications

References 1 publication

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

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

Social resilience within a social and emotional learning framework: the perceptions of teachers in Greece

What can we do to reduce disciplinary school exclusion? A systematic review and meta-analysis

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