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Version 1.1 – Updated August 2021

Classroom management

Overview

  • Influence: Classroom management
  • Domain: Classroom
  • Sub-Domain: Classroom influences
  • Potential to Accelerate Student Achievement: Likely to have positive impact
  • Influence Definition: The process by which teachers maintain in their classrooms an environment of order and respect. Effective classroom management techniques depend on planning and prevention: the orderly arrangement of the physical space prior to the arrival of students; the establishment of fair and reasonable rules; the advance, moment-by-moment planning of instruction; clear and direct communication; and advance planning for the management of students.

Evidence

  • Number of meta-analyses: 2
  • Number of studies: 154
  • Number of students: 0
  • Number of effects: 59
  • Effect size: 0.35

Meta-Analyses

Meta-Analyses
Journal Title Author First Author's Country Article Name Year Published Variable Number of Studies Number of Students Number of Effects Effect Size
Book Marzano USA The key to classroom management 2003 Classroom management on achievement 100 0 5 0.52
Review of Educational Research Korpershoek, Harms, de Boer, van Kuijk, & Doolaard Netherlands A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students’ Academic, Behavioral, Emotional, and Motivational Outcomes 2016 Classroom management on achievement 54 0 54 0.17
TOTAL/AVERAGE 154 0 59 0.35

Confidence

The Confidence is the average of these four measures, each divided into five approximately equal groups and assigned a value from 1 to 5 based on the following criteria:

  • Number of Meta-analyses
    • 1 = 1
    • 2 = 2–3
    • 3 = 4–6
    • 4 = 7–9
    • 5 = 10+
  • Number of Studies
    • 1 = 1–10
    • 2 = 11–50
    • 3 = 51–200
    • 4 = 201–400
    • 5 = 400+
  • Number of Students
    • 1 = 1–2,500
    • 2 = 2,501–10,000
    • 3 = 10,000–20,000
    • 4 = 20,000–100,000
    • 5 = 100,001+
  • Number of Effects
    • 1 = 1–100
    • 2 = 101–300
    • 3 = 301–600
    • 4 = 601–1,200
    • 5 = 1,200+
Confidences
Number of Meta-Analyses Number of Studies Number of Students Number of Effects Overall Confidence
Confidence Factor 2 3 1 1 2
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