Teacher classroom management practices: effects on disruptive or aggressive student behavior

12 studies in public-school general-education classrooms

Kindergarten through grade 12, United States and the Netherlands.

Campbell systematic review of multi-component teacher classroom-management programmes. The small number of eligible studies is itself the finding — after decades of practice, the causal evidence base for the single most requested form of teacher support amounts to twelve studies.

Multi-component teacher classroom-management programmes reduce disruptive and aggressive student behaviour. The review's framing evidence is the reason classroom order belongs in an achievement archive at all - classrooms with frequent disruptive behaviour have less academically engaged time, and students in them have lower grades and perform worse on standardized tests. The review could not isolate which management components carry the effect.

Low to medium — a mix of randomised and controlled designs in general-education classrooms.

Broadly consistent in direction with the Korpershoek meta-analyses, which pool a much larger and more recent literature and put the effect at about g = 0.22-0.23.