Better evidence for a better world

Campbell evidence and gap maps

Coming soon – Campbell EGMs are a new evidence synthesis product. Plain language summaries of our EGMs will be published on this website. The interactive EGMs and full EGM reports will be available in our journal on the Wiley Online Library platform: click here.



Learn more about Campbell EGMs

Other EGMs

Campbell has produced maps on other topics, sometimes in partnership with other organisations.



See our other EGMs
The effects of teachers' classroom management practices on disruptive or aggressive student behaviour

Additional Info

  • Authors: Regina Oliver, Daniel Reschly, Joseph Wehby
  • Published date: 2011-06-24
  • Coordinating group(s): Education, Social Welfare
  • Type of document: Review, Plain language summary
  • Library Image: Library Image
  • See the full review: https://onlinelibrary.wiley.com/doi/10.4073/csr.2011.4
  • Records available in: English, Spanish
  • English:

    PLAIN LANGUAGE SUMMARY

    Effective classroom management seems to improve student behaviour in the classroom but further research is needed

    Disruptive behaviour by students affects academic performance as students in disrupted classrooms have less engaged academic time. Effective classroom management - preventive procedures which give students specific, appropriate behaviours to engage in - improves student behaviour.

    What is the aim of this review?

    This Campbell systematic review examines the effect of teacher classroom management practices on disruptive or aggressive student behaviour and which management practice is most effective. The review summarises findings from 12 studies conducted in public school general education classrooms in the United States and Netherlands. Participants included students from Kindergarten through 12th grade.

    What did the review study?

    Disruptive behaviour by students in the classroom is commonly associated with poor academic performance. Teaching time is often wasted trying to control disruptive behaviours.

    Effective classroom management is a preventive approach which establishes a positive classroom environment in which the teacher focuses on students who behave appropriately. This review studies the effect of these management practices on disruptive behaviours, and which of the components of the management practices is most effective.

    What studies are included?

    Included studies reported on public school general education classrooms with students in Kindergarten through 12th grade as participants. Effectiveness studies had to use a valid experimental or quasi-experimental design with control groups.

    The studies were conducted in the United States and The Netherlands.

    A total of 12 studies were included in the systematic review. The studies did not include a breakdown of results by individual grade, which prevented an analysis by grade. Seven of the 12 studies were from the same research group and assessed the efficacy of the researcher’s own programme.

    What are the main results in this review?

    Overall, teachers’ classroom management practices have a significant positive effect in decreasing aggressive or problematic behaviour in the classroom. Students in the treatment classrooms in all 12 studies reviewed showed less disruptive or problematic behaviours when compared to the students in control classrooms without the intervention.

    It is not possible to make any conclusions regarding what component of the management practices is most effective due to small sample size and lack of information reported in the studies reviewed.

    What do the findings in this review mean?

    Individual classroom management practices, classroom organisation and behaviour management appears to be an effective classroom practice. However, due to the small sample size of the studies, a definite conclusion about effectiveness is premature. And the lack of rigorous evaluations of classroom management practices means it is not possible to draw any conclusions about which practices are most effective in reducing disruptive behaviours in the classroom. More independent research is needed on the effectiveness of classroom management practices in order to determine the best management practices.

    How up-to-date is this review?

    The review authors searched for studies published until June 2011. This Campbell Systematic Review was published in June 2011.

  • Spanish:

    Click on 'Download PDF' in the right column to view the plain language summary in Spanish.

Select language:

PLAIN LANGUAGE SUMMARY

Effective classroom management seems to improve student behaviour in the classroom but further research is needed

Disruptive behaviour by students affects academic performance as students in disrupted classrooms have less engaged academic time. Effective classroom management - preventive procedures which give students specific, appropriate behaviours to engage in - improves student behaviour.

What is the aim of this review?

This Campbell systematic review examines the effect of teacher classroom management practices on disruptive or aggressive student behaviour and which management practice is most effective. The review summarises findings from 12 studies conducted in public school general education classrooms in the United States and Netherlands. Participants included students from Kindergarten through 12th grade.

What did the review study?

Disruptive behaviour by students in the classroom is commonly associated with poor academic performance. Teaching time is often wasted trying to control disruptive behaviours.

Effective classroom management is a preventive approach which establishes a positive classroom environment in which the teacher focuses on students who behave appropriately. This review studies the effect of these management practices on disruptive behaviours, and which of the components of the management practices is most effective.

What studies are included?

Included studies reported on public school general education classrooms with students in Kindergarten through 12th grade as participants. Effectiveness studies had to use a valid experimental or quasi-experimental design with control groups.

The studies were conducted in the United States and The Netherlands.

A total of 12 studies were included in the systematic review. The studies did not include a breakdown of results by individual grade, which prevented an analysis by grade. Seven of the 12 studies were from the same research group and assessed the efficacy of the researcher’s own programme.

What are the main results in this review?

Overall, teachers’ classroom management practices have a significant positive effect in decreasing aggressive or problematic behaviour in the classroom. Students in the treatment classrooms in all 12 studies reviewed showed less disruptive or problematic behaviours when compared to the students in control classrooms without the intervention.

It is not possible to make any conclusions regarding what component of the management practices is most effective due to small sample size and lack of information reported in the studies reviewed.

What do the findings in this review mean?

Individual classroom management practices, classroom organisation and behaviour management appears to be an effective classroom practice. However, due to the small sample size of the studies, a definite conclusion about effectiveness is premature. And the lack of rigorous evaluations of classroom management practices means it is not possible to draw any conclusions about which practices are most effective in reducing disruptive behaviours in the classroom. More independent research is needed on the effectiveness of classroom management practices in order to determine the best management practices.

How up-to-date is this review?

The review authors searched for studies published until June 2011. This Campbell Systematic Review was published in June 2011.

Library Image

See the full review

Contact us