This chapter presents an up-to-date overview of recent classroom management intervention studies, incorporating studies evaluating the effectiveness of classroom management programs and of multimodal social-emotional learning programs in which relevant classroom management elements were included. The scoping review builds on the meta-analysis of Korpershoek et al. (2016), which included studies published up until 2014. With ever-changing educational practices and contexts, replication studies are necessary to further improve implementation quality and to confirm effects in other student samples. The literature search revealed 18 new classroom management intervention studies that met our inclusion criteria. The included studies confirm that whole-classroom interventions can significantly improve student behavior, social-emotional functioning, and academic performance, as well as improve teacher-student relationships. The newly published studies do show a slight shift in focus of the intervention content, with increased attention for developing positive teacher-student relationships. This chapter provides new insights into the current state and development of international research on the effectiveness of classroom management strategies and programs. This overview may help education administrators and school teams to compare different types of programs and make an evidence-informed decision about which program would fit the local context and the objectives the school is striving to reach.
|Title of host publication||Handbook of Classroom Management|
|Editors||Edward J. Sabornie, Dorothy L. Espelage|
|Place of Publication||New York|
|Number of pages||23|
|ISBN (Print)||9781032230344, 9781032224367|
|Publication status||Published - 22-Sep-2022|
- classroom management