Classroom Management

A substantial body of evidence is available to guide teacher preparation programs in developing a pre-service curriculum based on universal skills needed for success across settings, age ranges, and subjects being taught. These skills include instructional delivery, classroom management, formative assessment, and personal competencies (soft skills)

To produce better outcomes for students two things are necessary: (1) effective, scientifically supported interventions (2) those interventions implemented with high integrity.  Typically, much greater attention has been given to identifying effective practices.  This review focuses on features of high quality implementation.

This overview focuses on proactive strategies to support appropriate behavior in school settings.

This overview focuses on proactive strategies to support appropriate behavior in school settings.

This overview describes strategies for how school personnel can respond when disruptive behavior occurs, including (1) negative consequences that can be applied as primary interventions, (2) functional behavior assessment, and (3) function-based, individualized interventions characteristic of the secondary or tertiary tiers of a multitiered system of support.

This overview summarizes research about the effects of rules on appropriate and inappropriate behavior in school settings and provides recommendations for incorporating rules effectively into a behavior management program.

This overview summarizes research on the effects of the physical classroom environment on student behavior.

This overview describes the definitions and importance of active supervision. This overview also provides research and implementations of this strategy.

In this overview, classroom management strategies have been grouped into four essential areas: rules and procedures, proactive management, well-designed and delivered instruction, and disruptive behavior management. These strategies are devised for use at both school and classroom levels.

Active Student Responding (ASR) is a strategy designed to engage all students regardless of class size. ASR avoids the common problem of having only high achievers answer questions while low achievers remain silent, thus escaping detection. ASR strategies include; guided notes, response slates, response cards, and choral responding.

This paper argues that ineffective practices in schools carry a high price for consumers and suggests that school systems consider the measurable yield in terms of gains in student achievement for their schooling effort.

Systematically applied W. R. Jenson's (1990, unpublished; see also G. Rhode et al, 1992) Mystery Motivator (MM) across 9 Ss (5 3rd-grade boys and 4 5th-grade boys) from 2 classrooms.

Three formative assessment techniques for the math classroom are discussed: observation and questioning, diagnostic interviews and problem-solving-based investigations.

This study was guided by a reduced version of the Self-System Process Model developed by Connell. This paper report the optimal and risk thresholds for the Student Performance and Commitment Index (SPCI) and engagement, and then data on how much engagement matters for later success in school are presented. 

Knowledge of Diverse Learners (KDL) is increasingly recognized as an essential component of knowledge base for effective teaching as in today's schools, teachers must be prepared to teach a diverse population of student (Banks et al. 2005). In other words, teachers need to be aware that their students in a classroom are and always have been different from one another in a variety of ways. KDL refers to an understanding of diversity of students in terms of their abilities and interests and how they respond to diverse situations; an application of different teaching strategies; and how various types of classroom activities might be managed.

This study compared the impact of long and short reprimands on children's off-task behavior in a classroom.

Environmental features of elementary school classrooms are examined in relation to distraction and privacy. Teachers' adjustments of their activities to make their settings less distracting are also explored. 

The debate over the effects of the use of extrinsic reinforcement in classrooms, businesses, and societal settings has been occurring for over 30 years. This article examines the debate with an emphasis on data-based findings. The extrinsic/intrinsic dichotomy is explored along with seminal studies in both the cognitive and behavioral literature. 

Scholarly and empirically based, this market-leading text gives students what they need to understand using the principles and practices of applied behavioral management in the classroom. The text covers: identifying target behavior, collecting and graphing data, functional assessment, experimental design, arranging antecedents and consequences, generalizing behavior change and discusses the importance of ethical considerations in using applied behavior analysis in the classroom.

This book provides a basic understanding of the principles and practices of applied behavior analysis for use by teachers in the classroom.

Scholarly and empirically based, this market-leading text gives students what they need to understand using the principles and practices of applied behavioral management in the classroom. The book covers: identifying target behavior, collecting and graphing data, functional assessment, experimental design, arranging antecedents and consequences, generalizing behavior change and discusses the importance of ethical considerations in using applied behavior analysis in the classroom.

This article presents strategies developed by practicing teachers to illustrate the usefulness of one model for enhancing teacher-student relationships and four types of social power that teacher can use to influence students to excel both academically and behaviorally. 

A multiple baseline design across participants was used to determine how teacher greetings affected on‐task behavior of 3 middle school students with problem behaviors.

To examine the evidence base of this strategy, the authors applied the Council for Exceptional Children’s (CEC) Standards for Evidence-Based Practices in Special Education to the body of research exploring the impact of active supervision with Pre-K–12 students in traditional school settings. This systematic literature review identified seven peer-reviewed, single-case design, treatment-outcome studies meeting inclusion criteria.

Multilevel modeling techniques were used with a sample of 643 students enrolled in 37 secondary school classrooms to predict future student achievement (controlling for baseline achievement) from observed teacher interactions with students in the classroom, coded using the Classroom Assessment Scoring System—Secondary.

The purpose of this review of effective practices is to compare what information teachers are being given either in their preservice coursework or in-service training via textbooks and practitioner-oriented articles with actual empirical research that used classroom rules as an independent variable.

Functional behavior assessment is becoming a commonly used practice in school settings. Accompanying this growth has been an increase in research on functional behavior assessment. We reviewed the extant literature on documenting indirect and direct methods of functional behavior assessment in school settings.

Examined the effect of social skills intervention on the frequency of positive peer interaction (PI) in 4 moderately hearing-impaired preschool children (aged 5.5 yrs to 5.10 yrs).

This article explores the theoretical underpinnings surrounding quality teaching in online settings as well as practical considerations for what teachers should know and be able to do in online environments. 

This book gives special and general education teachers the tools to implement explicit instruction in any grade level or content area. The authors provide clear guidelines for identifying key concepts, skills, and routines to teach; designing and delivering effective lessons; and giving students opportunities to practice and master new material.

Active responding (in the form of response cards) was employed during a math lecture in a third-grade classroom to evaluate its effect on disruptive behavior.

In general, social validity data reflect the social significance of target behaviors, the appropriateness of procedures, and the perceived importance of results. Intervention integrity data provide evidence that treatments are implemented in the intended fashion.

Differential reinforcement of appropriate behavior is an important skill for classroom teachers. This study examined the use of performance feedback to increase the rate of differential reinforcement by pre-service teachers.

We evaluated the effectiveness of full-session differential reinforcement of low rates of behavior (DRL) on 3 primary school children's rates of requesting attention from their teacher. Using baseline rates of responding and teacher recommendations, we set a DRL schedule that was substantially lower than baseline yet still allowed the children access to teacher assistance.

There is growing evidence to support the use of trial-based functional analyses, particularly in classroom settings. However, there currently are no evaluations of this procedure with typically developing children. Furthermore, it is possible that refinements may be needed to adapt trial-based analyses to mainstream classrooms.

17 underachieving 6th graders were observed under 4 conditions: sitting at tables, sitting in rows, sitting at tables again, sitting in rows again. The dependent variable was study behavior.

In this article, we challenge the status quo of current student-teaching practice, which has
remained relatively unchanged for close to 100 years. This 4-year study identifies the
differences between a coteaching and a non-coteaching model of student teaching.

In the present educational context, active methodologies and new technologies are aspects that should be included when teaching and learning a subject area. For the education to be successful, classroom management must be considered, since problems may arise and handicap this process.

This Guide seeks to provide assistance to educational practitioners in evaluating whether an educational intervention is backed by rigorous evidence of effectiveness, and in implementing evidence-based interventions in their schools or classrooms.

The present study investigated the effects of a classroom behavior management technique based on reinforcers natural to the classroom, other than teacher attention.

This article examines issues relating to the use of websites popular with educators. This article offers guidelines for maximizing the usefulness of such sites and for avoiding many of the pitfall educators may face.

The later effects of the Direct Instruction Follow Through program were assessed at five diverse sites. Low-income fifth and sixth graders who had completed the full 3 years of this first- through third-grade program were tested on the Metropolitan Achievement Test (Intermediate level) and the Wide Range Achievement Test (WRAT).

Differential-reinforcement-of-low-rate (DRL) schedules can be used to decrease, but not eliminate, excessive bids for teacher attention in a classroom. There are two primary methods of implementing a DRL: full session and spaced responding.

This study surveys master's-level elementary, secondary, and special education students about their coursework and applied training in 25 behavioral instruction practices and principles.

This paper outline the rationale, critical dimensions, and techniques for using peer micronorms and discuss technical adequacy considerations.

Over the last decade, policy and business leaders have come to know what parents have always known: teachers are the largest school-based factor in student achievement. Yet not all schools have equal access to the most effective teachers. High-needs schools that serve large proportions of economically disadvantaged and minority students are more likely to have difficulty recruiting and retaining teachers, particularly in high-demand subjects like math and special education.

The authors investigated teacher versus student seat selection in the context of group and individual seating arrangements. Disruptive behavior during group seating occurred at twice the rate when students chose their seats than when the teacher chose.

This is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains.

Firm evidence shows that formative assessment is an essential component of classroom work and that its development can raise standards of achievement, Mr. Black and Mr. Wiliam point out. Indeed, they know of no other way of raising standards for which such a strong prima facie case can be made. 

This policy brief lays out five components of a vision for the future and identifies opportunities to support teacher education reform. Examples of promising developments are also addressed that involve full-scale program redesign featuring collaboration across general and special education.

This paper theorizes that variations in learning and the level of learning of students are determined by the students' learning histories and the quality of instruction they receive.

Research and experience tell us very forcefully about the importance of assessment in higher education. It shapes the experience of students and influences their behaviour more than the teaching they receive. The influence of assessment means that ‘there is more leverage to improve teaching through changing assessment than there is in changing anything else’.

The purpose of this study was to examine the effectiveness of enhanced anchor-instruction and traditional problem instruction in improving problem-solving performance. 

This meta-analysis synthesized single-case research (SCR) on The Good Behavior Game across 21 studies, representing 1,580 students in pre-kindergarten through Grade 12. 

This study examined the control exerted by different types of rules on the behavior of preschool children. 

The current study reports intervention effects on child behaviors and adjustment from an effectiveness trial of School-Wide Positive Behavioral Interventions and Supports.

s. In the current study, updated information was compiled with regard to how self-management interventions have been described, including the degree to which self-management interventions continue to rely on external (i.e., teacher) contingencies.

Previous research indicates that manipulating dimensions of reinforcement during differential reinforcement of alternative behavior (DRA) for situations in which extinction cannot be implemented is a potential approach for treating destructive behavior.

The best formative assessment involves both students and teachers in a recursive process. It starts with the teacher, who models the process for the students. At first, the concept of what good work "looks like" belongs to the teacher. The teacher describes, explains, or demonstrates the concepts or skills to be taught, or assigns student investigations—reading assigned material, locating and reading materials to answer a question, doing activities or experiments—to put content into students' hands.

This paper, prepared as a chapter for the "Handbook of Research on Teaching" (third edition), reviews correlational and experimental research linking teacher behavior to student achievement. It focuses on research done in K-12 classrooms during 1973-83, highlighting several large-scale, programmatic efforts. 

Conducted classroom observations and functional assessments for 3 male elementary school students (aged 6–9 yrs old) referred for disruptive behavior. A descriptive assessment was first conducted to select 1 of 3 hypotheses regarding potential variables maintaining the disruptive behavior: teacher attention, peer attention, or escape from academic tasks. 

Employing a conceptual framework of generalization strategies proposed by Stokes and Osnes (1986), the authors selectively reviewed the research literature concerning interventions to improve young children's social behavior and strategies for promoting generalization and maintenance of young children's social responding. Three basic strategies are discussed. 

Methods for Effective Teaching helps teachers with every aspect of their day-to-day responsibilities. Readers learn about everything from planning and choosing the right instructional strategies, to delivering lessons, managing the classroom, disciplining students, assessing progress, and collaborating with colleagues and parents to actively engage students in learning. Numerous features, tables, and lists of recommendations help readers apply concepts and think critically about the decisions they'll have to make in their teaching careers.

This paper describes the essential features of the personalized system of instruction (PSI). Results from outcome research examining the effectiveness of PSI-based courses relative to traditional methods provide unequivocal support for the superiority of PSI.

The purpose of the present article is to resolve differences in previous meta-analytic findings and to provide a meta-analysis of rewards and intrinsic motivation that permits tests of competing theoretical explanations.

The authors evaluating effects of a school's implementation of check-in/check-out with two typically developing students in the school.

This meta-analysis looks at the efficacy of behavioral interventions for problem behavior in persons with autism.

The National Board for Professional Teaching Standards (NBPTS) assesses teaching practice based on videos and essays submitted by teachers. They compared the performance of classrooms of elementary students in Los Angeles randomly assigned to NBPTS applicants and to comparison teachers.

The effects of long and short durations of positive practice overcorrection were studied, for the reduction of off-task behavior after an instruction to perform an object-placement task. 

This book provide detailed information on how to systematically and explicitly teach essential reading skills. The procedures describe in this text have been shown to benefit all student, especially powerful with the most vulnerable learners, children who are at risk because of poverty, disability, or limited knowledge of English. 

This article discusses culturally responsive classrooms for Culturally and linguistically diverse (CLD) students with and at risk for disabilities within the context of culturally competent teachers, culturally effective instructional principles, and culturally appropriate behavior development. It discusses implications for educators and suggestions for a future agenda

This review of the literature examines the impact of performance feedback on two evidence-based classroom management strategies: praise and opportunities to respond (OTRs).

Because of the potential role efficacy beliefs play in teachers' attitudes toward control in
classroom management, the purpose of this study was to determine if there are differences
in self-efficacy beliefs and classroom control orientation between student teachers
participating in either a one or two semester student teaching experience. 

This study presents the Teacher Clarity Short Inventory (TCSI) as an alternative to existing measures of teacher clarity. Analyses revealed a 10 item scale with an acceptable factor structure, acceptable reliability and validity. 

This study sought to extend the work of Horner et al. (2010) in assessing the evidence base for SWPBS. However, unlike in the Horner et al. (2010) study, in this study the proposed criteria were applied to individual studies.

The purpose of this literature review is to summarize and provide a methodological analysis of studies using a differential reinforcement to reduce problem behaviors.

This study evaluated the effects of using response cards during whole-group math instruction in a fourth-grade classroom, using an ABA research design. 

The purpose of this study was to examine the use of a classwide positive peer reporting intervention known as ‘‘tootling’’ in conjunction with a group contingency procedure to reduce the number of disruptive behaviors in a third-grade inclusive classroom.

This study was designed to evaluate the effects of a combined self-monitoring and static self-model prompts procedure on the academic engagement of three students with autism served in general education classrooms

This study examines obstacles encountered by 33 educators along with suggested interventions to overcome impediments to effective delivery of classroom management interventions or behavior support plans. Having the right classroom management plan isn’t enough if you can’t deliver the strategies to the students in the classroom.

The purpose of this appear is to describe a school-wide staff development model that is based on a proactive instructional approach to solving problem behavior on a school-wide basis and utilizes effective staff development procedures. 

This study investigates the effect of a school-wide intervention plan, consisting of precorrection and active supervision strategies, on the social behavior of elementary students.

Investigated the effect of a school-wide intervention plan, consisting of pre-correction and active supervision strategies, on the social behavior of elementary students in major transition settings.

This study investigates the effectiveness of response cost and differential reinforcement of other behavior (DRO) in reducing the disruptive behaviors of 25 children in a preschool classroom.

Externalizing behavior is a significant concern among teachers. Teachers could benefit from incorporating proactive strategies to prevent problem behaviors and promote academic engagement as students transition into the classroom learning environment.

The purpose of this study was to conduct an experimental investigation of the Positive Greetings at the Door (PGD) strategy to improve middle school students’ classroom behavior. 

Two studies were conducted with children who displayed behavior problems to evaluate the effects of task preference, task demands, and adult attention on child behavior.

The author reviewed about 1,000 articles to synthesize 119 studies from 1948 to 2004 with 1,450 findings and 355,325 students. The meta-analysis design followed Mackay, Barkham, Rees, and Stiles’s guidelines, including comprehensive search mechanisms, accuracy and bias control, and primary study validity assessment.

We know that students should participate constructively in the classroom. In fact, most of us probably agree that a significant portion of a student’s grade should come from his or her participation. However, like many teachers, you may find it difficult to explain to students how you assess their participation.

This volume describes basic concepts and strategies for thinking about instructional classroom management and reviews general strategies for rethinking and reorganizing a classroom to reflect an instructional classroom management approach. Instructional classroom management approaches student behavior based on the premise that strategies for teaching and managing social behavior are not different from strategies for teaching subject matter.

This meta-analysis of single-case research synthesized the results of 29 studies examining the effectiveness of school-based peer management interventions. 

A meta-analysis of 128 studies examined the effects of extrinsic rewards on intrinsic motivation.

This paper provides procedures for developing curriculum-based measurement systems in special education problem solving.

To produce better outcomes for students two things are necessary: (1) effective, scientifically supported interventions (2) those interventions implemented with high integrity.  Typically, much greater attention has been given to identifying effective practices.  This review focuses on features of high quality implementation.

The purpose of this article is to describe what RTI is and what is not. This article also considers the evidence base for RTI and discusses the implications for practitioners. 

This study investigated the effects of self-graphing on improving the reactivity of self-monitoring procedures for two students with learning disabilities.

The current study was designed to evaluate the effects of a tootling intervention, in which students report on peers' appropriate behavior, modified to incorporate ClassDojo technology, on class-wide disruptive behavior and academically engaged behavior. 

The article reports the results of a study that explores the effects of typical
classroom noise on the performance of primary school children on a series of literacy and
speed tasks. 

The Three-Minute Classroom Walk-Through offers a practical, time-saving alternative that impacts student achievement by cultivating self-reliant teachers who are continuously improving their practice.

Of the five components of scientifically based reading instruction, traditional programs are
most likely to omit the first and most challenging instructional skill teachers need to teach
before children can learn to read: phonemic awareness.

Featuring step-by-step guidance, examples, and forms, this guide to functional assessment procedures provides a first step toward designing positive and educative programs to eliminate serious behavior problems.

Patterned after family meetings in her own home, teacher Donna Styles established a format for class meetings that enabled her students to share their thoughts and solve classroom issues on their own.

Advice and opinions about classroom arrangements and seating assignments abound -- and Education World explores the possibilities. Included: Tips from Fred Jones on how to get the most out of classroom arrangements.

Teachers at two elementary schools in Baltimore County, Maryland, find that students jump to attention when the teachers use sound systems in their classrooms. The microphones boost their voices over background noises and help prevent "teacher-voice" strain. Included: Tips on using sound systems in classrooms.

1 quick tip to help make managing your classroom a breeze! Included are tips for getting to know your students, communicating with parents, getting your day off to a good start, and much more!

Meet Harry K. Wong, the author of The First Days of School: How to Be an Effective Teacher, and learn the secret to your success in the classroom!

Education World has posted numerous articles containing general classroom management tips as well as specific classroom management techniques. This articles provides list of sources about classroom management.

A former teacher, Dr. Jane Bluestein turned her pages of tips for teachers about classroom management and organization into a book and then a business. She works with educators seeking new ways to improve their teaching and interactions. Included: Tips for improving student behavior and school climate.

From time to time, Education World updates and reposts a previously published article that we think might be of interest to administrators. We hope you find this recently updated article to be of value.

Hallway conferences. Pasta discipline. Buddy rooms. Bell work. Those and six other ideas for taming temper tantrums—and other classroom disruptions—are the focus of this Education World story! Included: An opportunity for all teachers to share the classroom management techniques that work for them!

Teachers of special subjects such as music, art and physical education need to give careful consideration to discipline in their classroom. If you're afraid that structure will stifle creativity, you need to reconsider that notion. Structure and limits are important educational tools that give rise to a climate in which creativity can emerge.

The editors at Education World offer 20 successful classroom management strategies to get your year off to a great start and keep your classroom running smoothly throughout the entire year.

Education World introduces you to a few of the best "teacher tips" sites on the Web. In these sites you'll find hundreds of practical tips -- tried and tested tips from teachers willing to share. 

How can you avoid making that technique your own and create a "climate for learning"? This week, Education World looks to the experts -- teachers who've "been there, done that" and found a better way -- for answers.

This week, educator Arnold Pulda reflects on how about with cancer precipitated his transition from a "drill sergeant" who barked orders at his students to a quieter, gentler Dr. Pulda. Included: An opportunity to share your most effective classroom management strategies!

Research on classroom management is reviewed, with an emphasis on lines of inquiry originating in educational psychology with implications for teacher education. 

This guide explores the challenges involved in providing the optimum climate for learning and provides recommendations for encouraging positive behavior and reducing negative behavior.

Classroom management is a topic of enduring concern for teachers, administrators, and the public. It consistently ranks as the first or second most serious educational problem in the eyes of the general public, and beginning teachers consistently rank it as their most pressing concern during their early teaching years. Management problems continue to be a major cause of teacher burnout and job dissatisfaction. Strangely, despite this enduring concern on the part of educators and the public, few researchers have chosen to focus on classroom management or to identify themselves with this critical field. 

Classroom management is a topic of enduring concern for teachers, administrators, and the
public. It consistently ranks as the first or second most serious educational problem in the
eyes of the general public, and beginning teachers consistently rank it as their most pressing
concern during their early teaching years.

This study is a meta-analysis of behavioral treatment studies and behavior modification for children with attention-deficit hyperactivity disorder.

Research suggests student of differing racial groups are unequally impacted by school disciplinary interventions. This study examines whether teachers who self-assessed their own use of culturally and contextually relevant practices would implement a class-wide behavior plan with high levels of implementation fidelity. Results indicated that teachers who engaged in self-assessment and training did implement the plan with high levels of implementation fidelity, particularly when given performance feedback. 

This is a literature review of culture and student behavior. Based on this review, general recommendations are presented for practitioners, personnel preparers, policy makers, and researchers, especially, in the context of implementing SWPBS.

The review contains a comprehensive evaluation of studies that have directly compared school‐based, teacher‐ vs. student‐management interventions.

The purpose of this commentary is to consider the crisis in education and the complex role teachers play in our society; to examine critically major aspects of the traditional modus operandi of behavior analysis that are counterproductive to teacher use; and to identify practices related to promoting greater teacher use and thereby enhancing the relevance of behavioral technology in education.

This study used a single-subject alternating treatment design, with a baseline phase, to explore the relationship between the presence (or absence) of prompting and off-task behavior of two male middle school students in general education.

The problem was to determine the correlation between teacher clarity and the mean class student learning (achievement gain) in normal public education classes in English-speaking, industrialized countries. It is of practical and theoretical importance to know the relationship between class learning and teacher clarity.

The purpose of this study was to examine the effectiveness of contingent teacher praise, as specified by Canter's Assertive Discipline programme, on children's on‐task behaviour. However, observations conducted during a follow‐up phase revealed reductions in the use of praise by the teachers and in some levels of on‐task behaviour.

Fifth-grade students with and without mild disabilities participated in an eight-week project-based, technology-supported investigation about the 19th century westward expansion in the United States. A narrative framework was used to organize and support students' understanding of the experiences of three emigrant groups.

This study evaluates the effectiveness of the Level System (token economy, response cost, stimulating rewards, and strategic attention) in a preschool classroom compared to (a) strategies already employed by the teacher, and (b) coaching the teacher in the Child-Directed Interaction and Parent-Directed Interaction phases of Parent-Child Interaction Therapy.

Children were more distracted by the visual environment, spent more time off task, and demonstrated smaller learning gains when the walls were highly decorated than when the decorations were removed.

The purpose of the Beginning Teacher Evaluation Study1 (BTES) was to identify teaching activities and classroom conditions that foster student learning in ele-mentary schools. The study focused on instruction in reading and mathematics at grades two and five. 

This meta-analysis examines how shared book reading impacts the English language and literacy skills of young children. The study finds a significant positive effect of using shared reading on English learner academic outcomes.

This is a comprehensive literature review of the topic of Implementation examining all stages beginning with adoption and ending with sustainability.

The purposes of this review were to (a) describe and quantify the effect of the Good Behavior Game on various challenging behaviors in school and classroom settings and (b) understand characteristics of the intervention that may affect the magnitude of the outcomes

This study compares cognitive restructuring, response cost, or placebo control conditions to examine the impact on aggressive elementary school students.

The purpose of this study was to examine how the implementation of a recess intervention within the context of School-wide Positive Behavior Support (SwPBS), a systemwide, team-driven, data-based decision-making continuum of support, affected disruptive student behavior and teacher supervision on the playground in an urban elementary school

This paper summarize basic research on response effort and explore the role of effort in diverse applied areas including deceleration of aberrant behavior, attention deficit hyperactivity disorder, oral habits, health care appointment keeping, littering, indexes of functional disability, and problem-solving.

The primary focus of this study was to determine the effectiveness of a classwide peer
tutoring program in reading for three learner types: low achievers with and without
disabilities and average achievers. 

In this meta-analysis of studies that utilize formative assessment the authors report an effective size of .7.

The purpose of this article is to describe and critique three classroom-based assessment models for monitoring student progress toward becoming competent readers.

The purpose of this study was to examine the effects of workgroup size and structure during collaborative work on complex tasks. 

The authors assessed the contribution of self-regulated learning strategies (SRL), when
combined with problem-solving transfer instruction (LS Fuchs et al., 2003), on 3rd-graders'
mathematical problem solving. SRL incorporated goal setting and self-evaluation.

Research begun in the 1960s provided the impetus for teacher educators to urge classroom teachers to establish classroom rules, deliver high rates of verbal/nonverbal praise, and, whenever possible, to ignore minor student provocations. In that there have been significant advances in the knowledge of what constitutes effective classroom management, a review of past-to-present literature was conducted to determine whether it is time to alter the thinking about one or more of these basic behavioral strategies.

Research begun in the 1960s provided the impetus for teacher educators to urge classroom teachers to establish classroom rules, deliver high rates of verbal/nonverbal praise, and, whenever possible, to ignore minor student provocations.  The research also discuss several newer strategies that warrant attention.

Research begun in the 1960s provided the impetus for teacher educators to urge classroom teachers to establish classroom rules, deliver high rates of verbal/nonverbal praise, and, whenever possible, to ignore minor student provocations.  The research also discuss several newer strategies that warrant attention.

This article aimed to present frameworks and practices coaches can use with classroom teachers to facilitate the implementation of evidence-based interventions in schools.

As a classroom teacher or administrator, how do you ensure that the information shared in a student-led conference provides a balanced picture of the student's strengths and weaknesses? The answer to this is to balance both summative and formative classroom assessment practices and information gathering about student learning.

In this article, a case is made for improving the school success of ethnically diverse students through culturally responsive teaching and for preparing teachers in preservice education programs with the knowledge, attitudes, and skills needed to do this.

Geneva Gay is renowned for her contributions to multicultural education, particularly as it
relates to curriculum design, professional learning, and classroom instruction. Gay has
made many important revisions to keep her foundational, award-winning text relevant for
today's diverse student population, including: new research on culturally responsive
teaching, a focus on a broader range of racial and ethnic groups, and consideration of
additional issues related to early childhood education.

High-school grades are often viewed as an unreliable criterion for college admissions, owing to differences in grading standards across high schools, while standardized tests are seen as methodologically rigorous, providing a more uniform and valid yardstick for assessing student ability and achievement. The present study challenges that conventional view. The study finds that high-school grade point average (HSGPA) is consistently the best predictor not only of freshman grades in college, the outcome indicator most often employed in predictive-validity studies, but of four-year college outcomes as well.

Despite a significant drop in the use of corporal punishment in schools, a recent study finds corporal punishment is currently legal in 19 states and over 160,000 children are subject to corporal punishment in schools each year. This policy report examines the prevalence and geographic dispersion of corporal punishment in U.S. public schools. The research finds corporal punishment is disproportionately applied to children who are Black, to boys and children with disabilities. Black students experienced corporal punishment at twice the rate of white students, 10 percent versus 5 percent. This report summarizes sources of concern about school corporal punishment, reviewing state policies related to school corporal punishment, and discusses the future of school corporal punishment in state and federal policy.

Using the teacher‐centered systemic reform model as a framework, the authors explore the connection between chemistry instructors’ beliefs about teaching and learning and self‐efficacy beliefs, and their enacted classroom practices. 

This article evaluates the extent to which quantity of instruction influences time spent on self‐
study and achievement. The results suggest that time spent on self‐study is primarily a function of the degree of time allocated to instruction. 

In order to meet writing objectives specified in the Common Core State Standards (CCSS), many teachers need to make significant changes in how writing is taught. While CCSS identified what students need to master, it did not provide guidance on how teachers are to meet these writing benchmarks.

In this new report from the National Council on Teacher Quality, we investigate the extent to which America’s traditional teacher preparation programs offer research-based strategies to their teacher candidates to help them better manage their classrooms from the start.

This report examines teacher preparation in classroom management. It surveyed over 100 elementary and secondary, graduate and undergraduate programs.

Examines evidence supporting performance-based instructional models. Performance-based instructional models posit change in students' classroom behavior and academic achievement to be a function of changes in instruction. 

This study examined teachers' relational approach to discipline as a predictor of high school students' behavior and their trust in teacher authority. 

The concept of treatment fidelity (integrity) is important across a diversity of fields that are involved with providing treatments or interventions to individuals. Despite variations in terminology across these diverse fields, the concern that treatments or interventions are delivered as prescribed or intended is of paramount importance to document that changes in individuals’ functioning (medical, nutritional, psychological, or behavioral) are due to treatments and not from uncontrolled, extraneous variables.

This paper examines general education literature reviews for the past decade and the special education literature related to: (a) the school and classroom conditions under which new special education teachers must perform and (b) induction for special education teachers.

This overview focuses on proactive strategies to support appropriate behavior in school settings.

This overview focuses on proactive strategies to support appropriate behavior in school settings.

This overview describes strategies for how school personnel can respond when disruptive behavior occurs, including (1) negative consequences that can be applied as primary interventions, (2) functional behavior assessment, and (3) function-based, individualized interventions characteristic of the secondary or tertiary tiers of a multitiered system of support. 

This overview summarizes research about the effects of rules on appropriate and inappropriate behavior in school settings and provides recommendations for incorporating rules effectively into a behavior management program.

This overview summarizes research on the effects of the physical classroom environment on student behavior.

This overview describes the definitions and importance of active supervision. This overview also provides research and implementations of this strategy.

In this paper research is identified that supports the use of specific classroom management strategies in classrooms for children with emotional and behavioral disorders (EBD). Information is presented that indicates that these strategies may not be implemented or may not be effectively implemented by the teachers of students with EBD.

This study examines the effects of contingent teacher attention on study behavior.

This quantitative review examines 20 studies to establish an effect size of .71 for the impact of “metacognitive” instruction on reading comprehension.

To assess the effect of “metacognitive” instruction on reading comprehension, 20 studies, with a total student population of 1,553, were compiled and quantitatively synthesized. In this compilation of studies, metacognitive instruction was found particularly effective for junior high students (seventh and eighth grades). Among the metacognitive skills, awareness of textual inconsistency and the use of self-questioning as both a monitoring and a regulating strategy were most effective. Reinforcement was the most effective teaching strategy.

The authors evaluated four methods for increasing the practicality of functional communication training (FCT) by decreasing the frequency of reinforcement for alternative behavior.

This paper examined the extent to which alternative stimuli that have been identified through a choice assessment would substitute for attention (the functional analysis–based reinforcer) in a noncontingent reinforcement procedure. 

The aim of this study was to use eye-tracking techniques to explore the impact of visual displays on attention and learning for children.

This paper will explain Round Tables, a practical, engaging alternative to the traditional classroom presentation. Round Tables are small groups of students, with each student given a specific speaking role to perform.

Reviews 135 studies on mediation and classifies results into 31 behavior categories (e.g., praise, climate, asks questions). Separate meta-analyses for each mediating variable were conducted. Results were also analyzed separately for studies that examined the relation between expectations and emitted behaviors and between mediating behaviors and outcome measures. 

 This book provides a complete guide to implementing a wide range of problem-solving assessment methods: functional behavioral assessment, interviews, classroom observations, curriculum-based measurement, rating scales, and cognitive instruments.

Large‐scale research programmes in primary schools have frequently identified a mismatch between classroom seating arrangements and the nature of pupils’ tasks. While children are typically seated in groups, their assigned tasks are generally individual. 

Hattie’s book is designed as a meta-meta-study that collects, compares and analyses the findings of many previous studies in education. Hattie focuses on schools in the English-speaking world but most aspects of the underlying story should be transferable to other countries and school systems as well. Visible Learning is nothing less than a synthesis of more than 50.000 studies covering more than 80 million pupils. Hattie uses the statistical measure effect size to compare the impact of many influences on students’ achievement, e.g. class size, holidays, feedback, and learning strategies.

This book takes over fifteen years of rigorous research into education practices and provides teachers in training and in-service teachers with concise summaries of the most effective interventions and offers practical guidance to successful implementation in classrooms.

An ABAB design was used to evaluate the effectiveness of an interdependent group contingency with randomized components to improve the transition behavior of middle school students identified with emotional and behavioral disorders (EBDs) served in an alternative educational setting. The intervention was implemented by one teacher with three classes of students, and the dependent variable was the percentage of students ready to begin class at the appropriate time.

This study is a replication of a study that investigated the combination of active supervision, precorrection, and explicit timing. The purpose of the study was to decrease student problem behavior, reduce transition time, and support maintenance of the intervention in the setting.

Teachers experience high levels of stress and emotional exhaustion while teaching in classrooms with too much student misbehavior. This situation created a negative learning environment in which the teachers were not able to complete their lesson plans on a daily basis. Fortunately, a simple strategy was used to effectively respond to these challenging behaviors.

Teachers experience high levels of stress and emotional exhaustion while teaching in classrooms with too much student misbehavior. The two teachers in this study expressed concerns about this very issue during math instruction. They were also feeling tired and stressed due to constantly reprimanding students. Fortunately, a simple strategy was used to effectively respond to these challenging behaviors

This study employs an alternating treatments design to investigate the effects of three types of opportunities to respond (i.e., individual, choral, and mixed responding) on sight words and syllable practice in six elementary students with behavioral problems.

This book reveal the anatomy of ideas that stick and explain ways to make ideas stickier, such as applying the human scale principle, using the Velcro Theory of Memory, and creating curiosity gaps. Along the way, we discover that sticky messages of all kinds draw their power from the same six traits.

ASR [active student response] can be defined as an observable response made to an instructional antecedent / [compare ASR] to other measures of instructional time and student engagement / 3 benefits of increasing the frequency of ASR during instruction are discussed.

Used a direct observation-based approach to identify behavioral conditions in sending (i.e., special education) and in receiving (i.e., regular education) classrooms and to identify targets for intervention that might facilitate mainstreaming of behavior-disordered (BD) children.

A study was designed to investigate if a combination of positive behavior supports-based interventions such as behavior-specific praise and reduced teacher reprimands might improve on-task behavior. 

This study aimed to examine active instruction and engagement across elementary, middle, and high schools using a large database of direct classroom observations. 

Ethical and legal concerns which have been raised regarding many types of response elimination techniques. The differential reinforcement of other behavior (DRO) schedule is compared with other response elimination techniques. It is concluded that DRO schedules compare favorably with other techniques in speed and completeness of response elimination. In addition, DRO schedules may be superior to other techniques in durability and generalization of response reduction and in the type of side effects produced.

Who decides what education products and services schools buy? For the most part, it’s district purchasing agents, school principals, technology coordinators, and bureaucrats—anyone but the end user in the classroom. It’s an ineffective market, with products and services handed down to teachers from purchasing decisionmakers on high.

Four secondary school teachers were systematically observed teaching four different classes. Measures of class on‐task behaviour and teacher use of praise and reprimand were made during each observation session. 

The results showed clearly that both minimal use of private reprimands and use of private praise statements were effective in increasing the on-task behaviour of secondary aged pupils in all classes, by an average of over 20 per cent. Follow-up observations after two months on three classes showed that improved on-task behaviour was still apparent.

This paper investigates organizational characteristics and conditions in schools that drive staffing problems and teacher turnover.

Collectively, IES-funded research should yield outcomes and products that are meaningful, inform stakeholders about the cost and practical benefits and effects of interventions (programs, policies, practices) on relevant outcomes for learners, and contribute to scientific knowledge and theory of teaching, learning, and organizing education systems. NCER expects researchers receiving funding through this program to disseminate evidence in a way that is useful to and accessible by educators, parents, policymakers, researchers, and the public.

Focusing on elementary classrooms, chapters include: Students' Feelings about School; Involvement and Withdrawal in the Classroom; Teachers Views; The Need for New Perspectives.

Differential reinforcement of other behavior (DRO) has been applied to reduce problem behavior in various forms across different populations. We review DRO research from the last 5 years, with a focus on studies that enhance our understanding of the underlying mechanisms of DRO.

Demonstrates the experimenting society model using data-based decision making and collaborative consultation to evaluate behavior-management intervention strategies in 25 seventh graders. Each intervention results in improved behavior, but active teaching of classroom rules was determined to be most effective. 

Demonstrates the experimenting society model using data-based decision making and collaborative consultation to evaluate behavior-management intervention strategies in 25 seventh graders. Each intervention results in improved behavior, but active teaching of classroom rules was determined to be most effective. 

The purpose of the present study was to assess the effects of active supervision on the hallway behavior (i.e., tardies) of students in a rural high school using a multiple baseline across instructional periods

This study sought to determine whether or not student teachers who were trained and required to use a data-based problem-solving approach in their practicum classrooms would obtain higher levels of pupil achievement in reading and mathematics than student teachers who did not receive the training.

This study investigated the effects of training preschool teachers to use environmental arrangement and milieu teaching in interactions with children using augmented communication systems. Three teachers were taught seven environmental strategies and four milieu teaching procedures through written materials, lecture, modeling, role-playing, and feedback.

The authors examined the effectiveness of self-monitoring for increasing the rates of teacher praise statements and the acceptability of using this technique for teachers. This study's results support the use of self-monitoring to increase effective teaching practices, namely praise, and further demonstrates high social validity for the participant and the students.

The authors examined the effectiveness of self-monitoring for increasing the rates of teacher praise statements and the acceptability of using this technique for teachers. The participant was a first-year teacher of high school students with emotional and behavioral disturbances. In all, this study's results support the use of self-monitoring to increase effective teaching practices, namely praise, and further demonstrates high social validity for the participant and the students.

The purpose of the study was to determine the effectiveness of the Class-Wide Function-related Intervention Teams (CW-FIT) program, a group contingency intervention for whole classes, and for students with disruptive behaviors who are at risk for emotional/behavioral disorders (EBD). 

The purpose of this study is to compare high-quality reinforcers following unprompted responses (differential reinforcement) with high-quality reinforcers following both prompted and unprompted responses (non-differential reinforcement) on the skill acquisition of 2 children with autism.

Managing Classroom Behavior summarizes principles of good instruction, the acting-out cycle, and how to work with students, other teachers, and parents.

Responsiveness to intervention (RTI) is being proposed as an alternative model for making decisions about the presence or absence of specific learning disability. The author argue that there are many questions about RTI that remain unanswered, and radical changes in proposed regulations are not warranted at this time.

This chapter traces the history of behavior modification as a general movement. Individual conceptual approaches and techniques that comprise behavior modification are obviously important in tracing the history, but they are examined as part of the larger development rather than as ends in their own right. 

The Good Behavior Game (GBG), a method of classroom behavior management used by teachers, tested in first- and second-grade classrooms in 19 Baltimore City Public Schools beginning in the 1985–1986 school year. This article reports on impact to age 19–21.

An overview of teaching and classroom management techniques for learning for student paced learning from 1963.

The authors proposed a preliminary FI theory (FIT) and tested it with moderator analyses. The central assumption of FIT is that FIs change the locus of attention among 3 general and hierarchically organized levels of control: task learning, task motivation, and meta-tasks (including self-related) processes.

Schools devote substantial resources to teacher professional development each year. Yet studies show much of this investment is directed toward ineffective short-term workshops that have little impact on instructional change or student outcomes. At the same time, more intensive job-embedded forms of professional learning, such as instructional coaching, require substantially more resources than traditional professional development.

This book offers strategies that make a difference in student learning including: content planning, instructional practices, and community building.

Introduced in the early 1970s, repeated reading has a history of helping students build oral reading fluency spanning almost 40 years. Participants in original repeated reading studies had to meet specific reading rates (i.e., fluency criteria) before considering a passage complete.

Think-Pair-Share (TPS) is a classroom-based active learning strategy, in which students work on a problem posed by the instructor, first individually, then in pairs, and finally as a classwide discussion. This study investigate the quantity and quality of student engagement in a large CS1 class during the implementation of TPS activities.

This study is an examination of the effectiveness of the Mystery Motivator—an interdependent group contingency, variable-ratio, classwide intervention—as a tool for reducing disruptive classroom behavior in eight diverse general-education elementary school classrooms across seven different schools. 

This study examined the impact of two class‐wide positive behavior support programs. The Mystery Motivator and Get 'Em On Task interventions were implemented in an alternating treatments design with fifth grade participants to decrease off‐task behaviors.

A meta‐analysis of the relationship between science instruction and student engagement was performed. The 16 studies represented a total of 4518 students and 376 teachers from the United States and Australia.

The authors evaluated the effects of response cards on the disruptive behavior and academic responding of students in two urban fourth-grade classrooms.

This study examined the effectiveness of social skills instruction for seven elementary-age students at risk for antisocial behavior who were unresponsive to a school wide primary intervention program

This study examines the impact of a Teacher Versus Student Game, a program that is based upon The Good Behavior Game (GBG). This paper found that the game increased teachers rates of praise; however, the teachers gradually decreased their use of BSP over time.

Headsprout Reading Basics is a highly effective, balanced, and phonics-based reading program that teaches the skills and strategies necessary to sound out as well as read words. Phonemic awareness instruction is integrated throughout many of the Headsprout Reading Basics' teaching routines.

This study investigated the effectiveness of a differential reinforcement of alternative
behavior procedure in decreasing disruptive behavior while simultaneously increasing the
appropriate behavior of four children of typical development between the ages of 4 and 6 in
center-based classrooms. We began with brief functional analyses for each child.

This study provides a direct comparison of differential reinforcement of other behavior (DRO)
and differential reinforcement of alternative behavior (DRA). Participants included three
children in center-based classrooms referred for functional assessments due to disruptive
classroom behavior.

This chapter will review the issues and effects of externally managed behavioral procedures applied to the reduction of undesirable behavior of regular or mildly handicapped children in school settings. 

This article provides a summary of measuring the fiscal impact of practices in education
educational policy.

The chapter focuses on the historically perceived poor methodological rigor and low scientific credibility of most educational/psychological intervention research.

Peer assessment has become a popular education intervention. A review of the literature finds few studies on the impact of Peer Review on student outcomes. This meta-analysis examines the effect sizes found in 58 studies. 

This paper draws on intensive case studies of teacher knowledge, practice, and learning among teachers of mathematics and English in two high schools to take up the problem of how classroom teaching practice comes to be known, shared, and developed among teachers through their out-of-classroom interactions.

This experiment examined effects of road traffic noise and irrelevant speech on children's reading speed, reading comprehension, basic mathematics, and mathematical reasoning.

The authors investigated the relative effects of self-recording of attentive behavior and self-recording of academic productivity with 5 upper elementary-aged special education students in their special education classroom.

The authors examined the effects of pullout small-group and teacher-directed classroom-based social skills instruction on the social behaviors of five third- and fourth-grade students at risk for emotional or behavioral disorders.

This study examines key substance use, delinquency, and school-based aggressive behavior outcomes at a 1-year follow-up for a cognitive-behavioral intervention delivered to aggressive children and their parents at the time of these children's transition to middle school. 

 The purpose of this study was to provide an example of a group contingency classwide intervention called Anchor the Boat that operationally defined behavioral expectations, taught those expectations using teacher-directed instruction and role playing, and reinforced students when they met the behavioral criteria. 

This meta-analysis of behavior management strategies includes single-subject designed studies of 838 students from 22 studies for K-12 classrooms. The study finds the behavior management strategies are highly effective for improving student conduct. Interventions that used an individual or group contingency demonstrated large effects and were the most common behavior management strategies used. The study finds few studies included diverse populations other than African-American students.They also find a need to improve upon the quality of available studies on the classroom management strategies.

This book provides effective techniques for pinpointing the causes of challenging behaviors, identifying alternate approached, and adapting instructional routines. 

This paper examines the practice of “tootling.” Tootling is a peer-mediated classroom management practice designed to have students identify and then report on peer prosocial behavior. Students are taught to be on the look-out for peer behavior that met the criterion for being reinforced. When they witness prosocial behavior, they write it down on a piece of paper and turn it into the teacher. At the end of the class, three “tootles” are drawn from the lot and read out to the classroom. The results suggest that peer reinforcement had a positive impact on increasing appropriate student behavior, reducing disruptive conduct, and student engagement

This study examined the types and frequency of schools’ social expectations and behavioral indicators as they were written into their behavior matrices

The purpose of this article is to review the literature on differential reinforcement of alternative behavior procedures without extinction for individuals with autism. 

This study investigated the effectiveness of the mystery motivator intervention as a means to remediate mathematics homework accuracy and completion problems in five fifth-grade students.

This is a study of the effects on classroom behavior of Rules, Ignoring Inappropriate Behaviors, and showing Approval for Appropriate Behavior.

This is a study of the effects on classroom behavior of Rules, Ignoring Inappropriate Behaviors, and showing Approval for Appropriate Behavior.

This is a systematic review to assess the effectiveness of token economies in increasing rates of appropriate classroom behavior for students demonstrating behavioral difficulties.

This paper presents an early field-based course and applied teaching project to examine teaching practices and pupil outcomes.

In this special issue, this Journal introduce a fourth peer teaching model, Classwide Student Tutoring Teams. This journal also provide a comprehensive analysis of common and divergent programmatic components across all four models and discuss the implications of this analysis for researchers and practitioners alike.

Using an alternating treatments design, the authors compared the effects of Response Cards, Numbered Heads Together, and Whole Group Question and Answer on 6th graders daily quiz scores and pretest-posttest performance in chemistry, and examined how each instructional intervention affected teacher questioning and student responding patterns in class. 

This study evaluated the effects of a fluency-based reading program with 15 second and third grade students and 15 matched controls. Gains in oral reading fluency on untrained CBM probes were evaluated using a matched-pairs group-comparison design, whereas immediate and two-day retention gains in oral reading fluency on trained passages were evaluated using an adapted changing criterion design.

The authors examined the effects of goal setting and feedback applied to teacher behavior as a means of producing desired changes in students' behavior during consultation. 

This study extended prior research into teacher-student relationships by exploring the relative balance of negative and positive teacher-student relationships in high school students' academic lives (in each of English,
mathematics, science, history, and geography subjects). 

This study investigated the relationship between classroom seating arrangements and the
question-asking of fourth-graders. 

A three-phase process helps build strong teacher-student bonds, which can reduce disruptive behavior.

How does classroom management affect student achievement? What techniques do 
teachers find most effective? How important are schoolwide policies and practices in setting 
the tone for individual classroom management? In this follow-up to What Works in Schools, 
Robert J. Marzano analyzes research from more than 100 studies on classroom 
management to discover the answers to these questions and more. He then applies these 
findings to a series of" Action Steps"--specific strategies.

This is a study of classroom management on student engagement and achievement.

Extending adult findings, this study assessed whether moderate multi-talker noise promotes children’s creativity and whether this is modulated by children’s age, working memory, and selective attention.

This research examines the relationship between noise and preschool children's acquisition of prereading skills, environmental factors in preschool inclusive classrooms, and children's use of outdoorplay equipment.

This study investigates the potential role of one aspect of the classroom's physical environment, personalization displays, on children's self-esteem.

This study describes the outcomes of an intervention focused on the strategies and practices of high expectation teachers. Findings revealed that teachers involved in the intervention refined and changed their practices by creating flexible grouping, enhancing the class climate, and supporting students’ goal setting. 

Given the increased risk factors in the transition from middle school to high school, this study tracked academic and school discipline records for students receiving general and special education services as they transitioned from Grade 8 to Grade 9

This report offers recommendations for the implementation of standards-based reform and outlines possible consequences for policy changes. It summarizes both the vision and intentions of standards-based reform and the arguments of its critics.

The effects of a personalized system of instruction (PSI) with and without a same-day retake contingency on the spelling performance of 10 behaviorally disordered students were evaluated. The results indicate more spelling lessons were passed with 100% accuracy when the PSI program was in effect.

The constituent parts of a five component behavioural intervention package are described and the effect of the intervention on the on‐task behaviour of two “disruptive” secondary school classes reported. 

The constituent parts of a five component behavioural intervention package are described and the effect of the intervention on the on‐task behaviour of two “disruptive” secondary school classes reported. 

This paper examines how ambient noise, an important environmental variable, can affect creativity.

This article describes a step-by-step process for using active supervision, with teaching tips to assist with successful implementation. Throughout the article we offer lessons from the field featuring the perspectives of practitioners who have used active supervision in classrooms that include students with challenging behavior.

The nation’s English-learner population has surged: 3 Things to know

Recent research has examined overall trends in the experimental literature relating to students with emotional disturbance (ED). The current review was conducted to examine both the status of and trends in interventions designed to improve the academic functioning of students with ED.

A within-subjects multiple baseline across subjects design was employed to assess the effects of a self-management intervention involving self-recording and goal setting on the academic behaviour of three Year 4 (8-year-old) boys during language (poetry and story writing) lessons

Two studies were conducted to examine the effects of a brief prompting intervention (verbal and visual reminder of classroom rules) to improve classroom behavior for an elementary student during small-group reading instruction in a special education classroom (Study 1) and for three high school students with mild disabilities in an inclusive general education classroom (Study 2).

The Classroom Environment Scale (CES) helps create a positive school climate in which more students succeed. The instrument evaluates the effects of course content, teaching methods, teacher personality, class composition and characteristics of the overall classroom environment.

this paper investigated the relationship between student and teacher perceptions of the social environments of 19 high school classes and student absenteeism rates and the average final grades given by the teacher. 

The primary purpose of this chapter is to review the literature on teachers’ summative assessment practices to note their influence on teachers and teaching and on students and learning.

The use of response cards during large-group social studies instruction was evaluated in a fourthgrade classroom. The experiment consisted of two conditions, hand raising and write-on response cards, alternated in an ABAB design. 

The purpose of this study was to conduct a comparative analysis of the effects of direct instruction, cooperative learning, and independent learning instructional practices on the classroom behavior of students with behavior disorders.

The Good Behavior Game: A classroom-behavior intervention effective across cultures

The present report evaluates the accuracy of a reinforcer survey by comparing the survey results to the results of subsequent reinforcer assessments for 20 children using a concurrent-operants arrangement to assess relative reinforcer preference.

In this article, the author argue that classroom teaching is structured by ritualized routines supported by widely held myths about learning and ability that are acquired through our common experiences as students.

This article describes a school-wide system of early identification and intervention for children placed at risk for school success and discusses how schools might implement the recommendations offered in the literature.

This Campbell systematic review examines the effect of multi‐component teacher classroom management programmes on disruptive or aggressive student behaviour and which management components are most effective.

This Campbell systematic review examines the effect of multi‐component teacher classroom management programmes on disruptive or aggressive student behaviour and which management components are most effective.

Flipped classrooms are by design highly interactive. As a result, formative assessment is a necessary component of the flipped classroom. Professors need to be able to assess students' in the class, use this assessment information to inform classroom activities in real time and personalize learning for their students.

This is our most widely adopted classroom management book. It provides an overview of what teaching is all about—focusing on the important management skills every teacher needs. The authors stress that these procedures will help prevent problem behaviors, keep students on task, and make the best use of everyone's time and energy.

This paper reviews a range of evidence-based strategies for application by teachers to reduce disruptive and challenging behaviours in their classrooms.

Much of teaching is about helping students master new knowledge and skills and then helping students not to forget what they have learned. The recommendations in this practice guide are intended to provide teachers with specific strategies for organizing both instruction and students' studying of material to facilitate learning and remembering information, and to enable students to use what they have learned in new situations.

Studies employing applied behavior analysis in the teaching and remediation of mathematics are reviewed. The review shows that a large variety of remediation techniques have been used, with an increasing trend towards student-initiated procedures, often as part of a treatment package.

This report provides new information on the impact of teacher quality on student achievement and offers specific steps states should take to remedy the persistent practice of denying the best teachers to the children who need them the most.

Establishing a functional relationship between the independent and the dependent variable is the primary focus of applied behavior analysis. Accurate and reliable description and observation of both the independent and dependent variables are necessary to achieve this goal.

Differential reinforcement of alternative behavior (DRA) is one of the most common behavior analytic interventions used to decrease unwanted behavior. This literature review examined the DRA literature from the past 30 years to identify the aspects that are thoroughly researched and those that would benefit from further emphasis.

Positive teacher-student interactions are a primary ingredient of quality early educational experiences that launch future school success. With CLASS, educators finally have an observational tool to assess classroom quality in pre-kindergarten through grade 3 based on teacher-student interactions rather than the physical environment or a specific curriculum

The purpose of this study was to identify the most important perceived enablers and barriers regarding sustainability of school-wide positive behavioral interventions and supports. School personnel representing 860 schools implementing or preparing to implement school-wide positive behavioral interventions and supports completed an open-ended survey of factors regarding its sustainability.

American teachers are feeling enormous pressure these days to raise their students' scores
on high-stakes tests. As a consequence, some teachers are providing classroom instruction
that incorporates, as practice activities, the actual items on the high-stakes tests.

This article identify five areas that subsume the major activities of problem solving or non categorical service delivery. They are (1) assessment for interventions (2) support for interventions  (3) parent involvement (4) problem solving collaboration (5) resources for students as a part of general education.

The effects of active participation on student learning of simple probability was investigated using 20 fifth-grade classes randomly assigned to level of treatment. t was concluded that active student participation exerts a positive influence on fifth-grade student achievement of relatively unique instructional material.

This study evaluated the use of classroom-level behavior management strategies that align with School-Wide Positive Behavioral Interventions and Supports (SW-PBIS).

This book focuses on helping K-12 teachers increase their use of classroom management strategies that work.  The Classroom Check-Up is a step-by-step model for assessing teachers' organizational, instructional, and behavior management practices; helping them develop a menu of intervention options; and overcoming obstacles to change.

This study evaluted the impact of coaching on the implementation of an intervention.  Coaching with higher rates of performance feedback resulted in the highest level of treatment integrity.

This third edition of Approaches and Methods in Language Teaching is an extensive revision of the popular and accessible text. Like previous editions, this book surveys the major approaches and methods in language teaching such as Grammar Translation, Audiolingualism, Communicative Language Teaching, and the Natural Approach. 

This study sought to compare the differential effects of using student-selected rewards and mystery rewards while implementing the Mystery Motivator. Three elementary classes participated in the study. 

In a multiple baseline across students design three third grade children were exposed to report-do-report correspondence training. Training involved teaching the children to prompt praise following completing math work in training and classroom setting. The implications of this procedure for promoting setting and time-setting generalization were discussed. 

A meta-analytic approach was used to investigate the associations between affective qualities of teacher–student relationships (TSRs) and students’ school engagement and achievement.

The present study assessed the relative strength of daily rule review and rehearsal on student behavior when such procedures were added to a token economy. The token program was designed to increase appropriate classroom behaviors of disruptive boys attending a multi categorical resource room.

The present study assessed the relative strength of daily rule review and rehearsal on student behavior when such procedures were added to a token economy. The token program was designed to increase appropriate classroom behaviors of disruptive boys attending a multi categorical resource room.

The present study assessed the relative strength of daily rule review and rehearsal on student behavior when such procedures were added to a token economy. The token program was designed to increase appropriate classroom behaviors of disruptive boys attending a multi categorical resource room.

Observed 8 Ss in each of 2 5th-grade, 2 5th–6th grade, and 2 6th-grade classrooms, using a time-sampling method, to determine the effect of desk arrangements.

The authors conducted a systematic literature review to explore this low-intensity, teacher-delivered strategy, applying Council for Exceptional Children (CEC) quality indicators and standards to determine whether BSP can be considered an evidence-based practice (EBP).

For 40 years, researchers have been exploring the teacher-expectation phenomenon. Few have examined the possibility that teacher expectations may be class centered rather than individually centered. Implications for teacher practice are discussed

This meta-analysis examines the effects of school-based mental health services for elementary school-age children delivered by school personnel. Forty-three controlled trials evaluating 49,941 elementary school-age children met criteria for inclusion in this study. The study used a randomized, between-subjects, controlled comparison or quasi-experimental design using matched samples to minimize selection bias. The study finds school-based mental health services had a small to medium effect size (Hedges g = 0.39) in decreasing mental health problems. The largest effect size was for targeted intervention, (Hedges g = 0.76), followed by selective prevention (Hedges g = 0.67) compared with universal prevention (Hedges g = 0.29[RD1] ). Interventions integrated into student’s academic instruction using contingency management were found to have positive impacts (Hedges g = 0.57), and interventions implemented multiple times per week (Hedges g = 0.50) were also shown to have a notable impact for improving student’s lives. These results are promising considering the normal barriers that impede students from receiving mental health care outside of school and the fact that school personnel are readily available and are shown to be effective in addressing student’s mental health needs.

The Tennessee Value-Added Assessment System determines the effectiveness of school systems, schools, and teachers based on student academic growth over time. Research conducted utilizing data from the TVAAS database has shown that race, socioeconomic level, class size, and classroom heterogeneity are poor predictors of student academic growth. Rather, the effectiveness of the teacher is the major determinant of student academic progress.

This study evaluates the effect of implementation planning, a treatment integrity promotion strategy that includes detailed logistical planning and barrier identification adapted from an adult behavior change theory from heath psychology (i.e., the Health Action Process Approach).

This book looks at research and theoretical models used to define educational effectiveness with the intent on providing educators with evidence-based options for implementing school improvement initiatives that make a difference in student performance.

Examined the effects of free vs integrated seating arrangements with 5 junior high Native American students in a class composed of 24 students.

This study examined the effects of active supervision on the moderate to vigorous physical
activity (MVPA) levels of middle school students during fitness instruction.

This study evaluated the effects of an elementary physical education curriculum in which development of positive social skills, including leadership and conflict‐resolution behaviors, was the primary focus

The purpose of this article was to describe the developmental effects of one elementary physical education teacher's proactive teaching of prosocial behavior. An ABA (B) design coupled with a control group comparison across six matched urban physical education classes was used to assess the teaching strategy.

As the successor to one of NASP's most popular publications, Interventions for Academic and Behavior Problems II offers the latest in evidence-based measures that have proven to create safer, more effective schools.

This book describes the Time-out Grid, a heuristic tool for analyzing and solving problems associated with implementing time-out in the classroom.

The authors evaluated an intervention package for increasing requesting opportunities in special education classrooms. This study demonstrated an effective strategy for helping teachers incorporate opportunities for functional communication into the natural environment.

This paper discusses the nature of the crises in the college classroom. An identity crisis affects virtually all Americans in one way or another, but especially college student.

For many centuries, the professor was the primary source of information, the font of knowledge. Books were nonexistent or scarce, as they still are today in developing countries of the world, and information was passed orally from teacher to pupil. The didactic lecture is an effective method for conveying information from one person to a larger number of students, but, as most of us have experienced, simply telling information to someone does not ensure that learning takes place.

Effective classroom management is critical for student and teacher success. Because teachers receive limited preservice preparation and in-service support in classroom management, educational leaders (e.g., school psychologists, behavior coaches, mentor teachers, and administrators) need efficient and effective tools to identify teachers’ strengths and needs and to guide professional development.

This study examines brief, targeted professional development (brief training, email prompting, and self-management) to improve teacher classroom management skills. The training focused on increasing the effective use of prompting, increased active student responding, and delivery of praise. 

In the current study, a withdrawal design was used to investigate a corollary system. Fourth-grade students were trained to observe and report peers’ prosocial behaviors (i.e., tootle), and interdependent group contingencies and public posting were used to reinforce those reports.

This paper describes several procedures that have been shown to improve learning rates without increasing time allocated for instruction during both teacher-led instruction and independent seat-work. In the description of interventions, they emphasize the learning mechanisms that may be operating to improve student achievement.

Alternating treatments designs were used to compare on-task levels in 4 students diagnosed as emotionally disturbed while working on control and experimental independent seat-work mathematics assignments. Control and experimental assignments were similar except experimental assignments contained additional briefer mathematics problems interspersed following every third problem. 

This Campbell systematic review examines the impact of class size on academic achievement. The review summarises findings from 148 reports from 41 countries. Ten studies were included in the meta‐analysis.

In this grounded theory study, 19 teachers were interviewed and then, in constant comparative fashion, the interview data were analyzed. The theoretical model that emerged from the data describes novice teachers' tendencies to select and implement differing strategies related to the severity of student behavior. 

Given the numbers, it is clear that general education teachers should possess the tools necessary to help students with disabilities succeed. Teacher preparation programs can be a powerful and critical lever for ensuring this support; however, most teacher preparation programs do not center students with disabilities in their curriculum for general education teachers.

In this book the author describes six teaching myths that prevent reform in education. 

The current study extracted and aggregated data from single-case studies that used Performance feedback (PF) in school settings to increase teachers' use of classroom-based interventions.

These publications have laid out guidelines to successfully implement the changes that they suggest will improve students' understandings of science. In keeping with these suggestions, several research groups have created, piloted, and implemented curricular programs in schools in the hopes of increasing students' science content understanding as well as their complex reasoning skills.

This book is written for school administrators, staff developers, behavior specialists, and instructional coaches to offer guidance in implementing research-based practices that establish effective classroom management in schools. The book provides administrators with practical strategies to maximize the impact of professional development. 

In this overview, classroom management strategies have been grouped into four essential areas: rules and procedures, proactive management, well-designed and delivered instruction, and disruptive behavior management. These strategies are devised for use at both school and classroom levels.

Active Student Responding (ASR) is a strategies that designed to engage all students regardless of class size. ASR avoids the common problem of having only high achievers answer questions while low achievers remain silent, thus escaping detection. ASR strategies include; guided notes, response slates, response cards, and choral responding.

The present research seeks to extend the previous studies to an even younger age group and focus on proximal colorfulness. With a sample of 15 pre-schoolers (3–4 years old) we examined whether a colorful play surface compared to a non-colorful (white) play surface would affect engagement in developmentally appropriate structured play. 

This article presents an analysis of data collected across 35 general education classrooms in four elementary schools, assessing instructional variables associated with OTR. The relationship among opportunities to respond (OTR), measures of classroom management, and student work products was analyzed across Title and non-Title schools. 

Four normal and four deviant children aged four-to-six years were taught to judge the quality of their academic work in a preschool classroom, and to prompt or cue their teachers to comment about the quality of that work.

In this article, the authors describe key features of the multi-tiered support (MTS) continuum of intervention and assessment and present a case study to illustrate implementation of some components of the framework with four middle school teachers.

This research brief provide an introductory overview of the cost of implementation of SWPBIS, as a school-wide approach to reduce suspensions, compared to the cost of school dropout.

This meta-analysis examines the impact of team-based learning strategies on achievement and student engagement. The study finds that team-based strategies were found to have a positive impact on grades, test performance, and engagement.

Two years of office referral data are presented in evaluation of a school-wide behavioral support program designed to define, teach, and reward appropriate student behavior in a rural middle school (grades 6, 7, and 8).

The present study replicates and extends previous research on stimulus control by arranging teacher attention for preschooler's mands into a multiple schedule and conducting a component analysis of the effects of schedule‐correlated stimuli and contingency‐specifying stimuli (rules) on the development of discriminated manding.

This book target regular and special education teachers who implement PBS in their classrooms. The book also serves as an essential resources for preservice teachers who are developing their classroom management skills. it focuses on practical strategies to prevent and reduce behavioral problems and enhance student learning. 

This review describes the game and its numerous variations and adaptations, as well as empirical findings specific to the variety of target behaviors and participants to which it has been applied. 

This review describes the game and its numerous variations and adaptations, as well as empirical findings specific to the variety of target behaviors and participants to which it has been applied. I

 The purpose of the current study was to evaluate the effects of a class-wide multiple schedule on differentiated rates of student recruitment of teacher attention in two public elementary classrooms.

This is a detailed guide on managing classroom behavior to maximize student learning.

What we don't know about learning could fill a book—and it might be a schoolbook. In a
masterly commentary on the possibilities of education, the eminent psychologist Jerome
Bruner reveals how education can usher children into their culture, though it often fails to do
so.

The U.S. Department of Education (ED) is issuing this resource guide to assist states, school districts, charter school operators, school staff, parents, students, and other stakeholders who are seeking to develop school climate and school discipline policies and practices that are both locally tailored and grounded in recognized promising practices and research. ED's

The US Government Accountability Office has recently released a new report evaluating the disproportionality in discipline in K-12 grades.  The racial and gender gap persists in spite of efforts to remediate.  African-American youth, boys, and individuals with disabilities are more likely to receive any type of discipline than are individuals in our sub-groups than would be predicted on the basis of their percentage of the population. In this evaluation, the disproportionality existed even though economic level of the student was controlled for.  Previously, it had been argued that the disproportionality was a function of poverty rather than race and gender.  This study challenges that argument.  These data highlight that as a society we still have a great deal of work to do to overcome racial and gender biases in this country.

To address situations where consensus is difficult to achieve, this article outlines a process that assesses and summarizes the views of all school-based staff and then facilitates discussions based on the aggregated data. 

School-Wide Positive Behavior Interventions and Supports (SWPBIS) relies on effective implementation of Tier 1 practices to ensure accurate identification of students in need of more intensive supports at Tier 2 or Tier 3. When the class-wide Tier 1 program was layered on top of the Tier 2 intervention, the student’s academic engagement showed an increase in level and stability.

The effects of specific verbal praise by an experienced male physical education specialist on the off-task behavior of three second-grade students were studied.

practitioners of behavior management & students who are just learning the basics of applied behavior analysis will find this new edition packed with useful information from the original version

The present experiment examined the effects on math performance of explicitly timing student for short intervals

This paper argues that ineffective practices in schools carry a high price for consumers and suggests that school systems consider the measurable yield in terms of gains in student achievement for their schooling effort.

This book offers a concise overview of the features of RTI, instruction for its implementation, and post-implementation guidelines for assessing whether a program has been effective.

Keeping RTI on Track is a resource to assist educators overcome the biggest problems associated with false starts or implementation failure. Each chapter in this book calls attention to a common error, describing how to avoid the pitfalls that lead to false starts, how to determine when you're in one, and how to get back on the right track.

The goal of this study was to develop a brief assessment that could be conducted in the natural setting to identify naturally occurring, high-frequency subsequent events that may serve as maintaining consequences for disruptive behavior using the entire class as the unit of analysis. Procedures were conducted in two early childhood classrooms during regularly scheduled classroom activities.

The purpose of the current study was to assess the efficacy of a multiple schedule plus rules indicative of the availability of attention for hand raises during circle time in typical preschool classrooms

Within the context of widely documented racially disproportionate discipline outcomes, we describe schoolwide positive behavior support (SWPBS) as one approach that might provide a useful framework for culturally responsive behavior support delivery.

For many years, differential reinforcement has been a prevalent and preferred treatment procedure for the reduction of behavior disorders. This paper reviews the procedural variations of differential reinforcement and discusses their functional properties.

Differential reinforcement of alternative behavior (DRA) has a long history as a behavioral treatment. The term has usually been defined in a manner that suggests one form of behavior (usually some appropriate alternative) is reinforced, while another form of behavior (usually problem behavior) is placed on extinction.

This literature review examines the impact of various instructional methods

This text provides practical guidelines and techniques for effectively managing acting out behavior in elementary students. It attempts to characterize acting-out behavior in the context of schooling; describe what is known about coping effectively with it; and illustrate applications of successful interventions. 

A major goal of this article (and of our much larger book) is to communicate and adapt this knowledge base for effective use by educators in coping with the rising tide of antisocial students populating today's schools.

This classic in the literature of child violence and antisocial behavior has been updated to include coverage of the most recent and important school safety, prevention, and universal intervention programs.

The study examines the defining features of school improvement programs. Twelve research-based programs that have been implemented for 5 or more years in at least 50 schools or for 3,000 students were analyzed. All have achieved national visibility.

This meta-analysis of single case designed studies examines the effect of academic interventions on student behavior. The academic interventions examined included modifying task difficulty, instruction in reading, mathematics, or writing and contingent reinforcement for academic performance. The study concluded that these interventions produced positive effects on student behavior issues observed in the classroom. The effects were observed to have a moderate effect size ranging from 0.42 to 0.64. The effects were stronger for increasing student time on task than for reducing disruptive behavior, but both showed positive impacts. This research strengthens the available evidence that well-designed instruction is effective component in creating an effective classroom climate.

The present study examined the effects of the Class-wide Function-related Intervention Team (CW-FIT) program, a group contingency intervention, on the on-task behavior of six elementary school children with emotional and behavioral disorders (EBD) in a self-contained, urban classroom

This study had two primary purposes: first, to demonstrate the effectiveness of a simple behavior management system, and second, to begin the process of providing some guidance for the application of similar systems. 

Children were observed daily in four two week phases: seated around tables, then in rows, again around tables, and finally again in rows. Percentage on‐task behaviour was recorded along with rate of pupil disruption and rates of teacher approval and disapproval. 

The effect of different classroom seating arrangements on children's on‐task behaviour was examined by observations of two top junior classes of ten‐ to eleven‐year‐old children.

Studies of the effectiveness of Direct Instruction programs with special education students 
were examined in a meta-analysis comparison. To be included, the outcomes had to be 
compared with outcomes for some other treatment to which students were assigned prior to 
any interventions. Not one of 25 studies showed results favoring the comparison groups. 
Fifty-three percent of the outcomes significantly favored DI with an average magnitude of 
effect of. 84 standard deviation units. The effects were not restricted to a particular handicapping condition, age group or skill area. 

This book is a practical resource that educators from regular and special classrooms can use with children of any age who exhibit behavioral problems. 

For many decades, teacher educators were divided into two camps: those who favored whole language, characterized by the idea that reading is a natural process gained through exposure to authentic texts, and those who believed in systematic phonics instruction, which is the explicit teaching of sound-letter relationships.

This report examines students’ sense of belonging and participation at school, two of the most important measures of student engagement.

In this quasi-experimental study, 608 fourth-, fifth-, and sixth-grade students explored 5 historical investigations. In the experimental condition, teachers used a cognitive apprenticeship model to teach students historical reading and writing strategies. Comparison teachers used the same materials to deliver a business-as-usual form of instruction.

This study examined components of teacher judgements that an intervention is either acceptable or unacceptable. A total of 180 preservice and student teachers were asked to evaluate the acceptability of six different interventions.

This study evaluated the effects of performance feedback on increasing the quality of implementation of interventions by teachers in a public school setting.

This article describes a systematic process for finding and resolving problems with classroom-based behavioral interventions in schools. 

This systematic review synthesizes the characteristics, methodological quality, and outcomes of 15 single-subject studies and one group design study examining CICO. 

This study used a reversal design to examine the use of preprinted response cards on students' participation and off-task behavior during calendar circle-time in a rural kindergarten inclusion classroom. Results showed a functional relationship between preprinted response cards and increased participation and decreased off-task behavior for all 4 target students.

This study shows that gaps between opportunities to learn and students' appropriation of those opportunities are instructionally produced and socially distributed via mechanism that affect engagement and lead to alienation from instruction - the dissociation between students' physical presence in academic classes and their thoughts while in class. 

Evidence-based classroom management practices have profound effects on student outcomes. Yet teachers commonly struggle to effectively implement these practices, imploring the provision of implementation supports within a multitiered framework for promoting teachers’ practices.

This second edition includes an expanded set of classroom observation tools, moving from 23 to 40 and more linkages to the job-embedded nature of the informal classroom observations.

The purpose of this study was to synthesize the literature in support of training teachers to use behavior-specific praise, which is a strategy used to reduce students’ disruptive and off-task behavior as well as prevent students’ problem behaviors from occurring. 

The panel was charged with providing a report that “should present the panel’s conclusions, an indication of the readiness for application in the classroom of the results of this research, and, if appropriate, a strategy for rapidly disseminating this information to facilitate effective reading instruction in the schools. If found warranted, the panel should also recommend a plan for additional research regarding early reading development and instruction.”

The Annenberg Institute for School Reform is a national policy-research and reform support organization that promotes quality education for all children, especially in urban communities.

Balefire Labs provides an online educational app review service for mobile apps. It helps teachers and parents to find the highest quality educational apps for kids, ages 0-19 years. It uses rigorous, science-based, review criteria and publishes a detailed rubric on its site.

This video training describes differential reinforcement for teachers and parents.

The Technical Assistance Center on PBIS provides support states, districts and schools to establish, scale-up and sustain the PBIS framework.

PracticeWise works primarily in mental health to support individuals working with children and families to be more informed and more prepared, through established knowledge management strategies and resources. The services include professional training, online information resources, books and guides, organizational consultation, and service system design and management.

The goal of the WWC is a resource for informed education decision-making. The WWC identifies evidence-based practice, program, or policy, and disseminates summary information on the WWC website.