Classroom Management--A Pathway to Student Achievement: A Study of Fourteen Inner-City Elementary Schools

Autor/inn/en	Freiberg, H. Jerome; Huzinec, Chris A.; Templeton, Stacey M.
Titel	Classroom Management--A Pathway to Student Achievement: A Study of Fourteen Inner-City Elementary Schools
Quelle	In: Elementary School Journal, 110 (2009) 1, S.63-80 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/598843
Schlagwörter	Classroom Techniques; Urban Schools; Quasiexperimental Design; Elementary Schools; Mathematics Achievement; Elementary School Students; Prosocial Behavior; Classroom Environment; Cooperation; Discipline; Reading Achievement; Program Effectiveness; Achievement Gains; Interpersonal Relationship; Disadvantaged Youth; Low Income Groups; Student Behavior; Texas; Texas Assessment of Academic Skills + Suchen Sie Ihr Suchwort? Klassenführung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Grundschule; Volksschule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Klassenklima; Unterrichtsklima; Co-operation; Kooperation; Disziplin; Leseleistung; Achievement gain; Leistungssteigerung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Benachteiligter Jugendlicher; Student behaviour; Schülerverhalten
Abstract	This article examines the achievement effects of a prosocial classroom and instructional management program--Consistency Management & Cooperative Discipline (CMCD)--implemented at 14 elementary schools in a single geographic feeder pattern of a large, urban school district. State reading and mathematics achievement data were collected over 2 years for a stratified, random sample of 350 upper elementary students and their matched cohort. Using an archival post-hoc quasi-experimental design, test data were collected prior to start-up and upon program completion, enabling a continuous view of achievement from both groups. Students in CMCD schools outperformed control students. In mathematics, on average, CMCD students ranked at the 67th percentile, while control students ranked at the 50th percentile. In reading, on average, CMCD students ranked at the 64th percentile, while control students ranked at the 50th percentile. These findings are consistent with other studies of CMCD. As the classroom management program does not provide an academic curriculum, findings suggest that other alterable and additive educational variables that improve learning conditions should be examined further. (Contains 4 tables, 3 figures and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10