A meta-analysis of the effects of classroom management strategies and classroom management programs on students' academic, behavioral, emotional, and motivational outcomes Korpershoek, Hanke; Harms, Truus; de Boer, Hester; van Kuijk, Mechteld; Doolaard, Simone Link to publication in University of Groningen/UMCG research database Citation for published version (APA): Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2016). A meta-analysis of the effects of classroom management strategies and classroom management programs on students' academic, behavioral, emotional, and motivational outcomes. Review of Educational Research, 86(3), 643-680. DOI: 10.3102/0034654315626799 Copyright Other than for strictly personal use, it is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), unless the work is under an open content license (like Creative Commons).Take-down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim.Downloaded from the University of Groningen/UMCG research database (Pure): http://www.rug.nl/research/portal. For technical reasons the number of authors shown on this cover page is limited to 10 maximum. This work is part of the research program, NWO Review Studies, which is partly financed by the Netherlands Organisation for Scientific Research (NWO).Correspondence concerning this article can be sent to Hanke Korpershoek, Groningen Institute for Educational Research (GION), University of Groningen, Grote Rozenstraat 3, 9712 TG Groningen, the Netherlands. Email: h.korpershoek@rug.nl. META-ANALYSIS ON EFFECTIVE CLASSROOM MANAGEMENT 2 AbstractThis meta-analysis examined which classroom management strategies and programs enhanced students' academic, behavioral, social-emotional, and motivational outcomes in primary education. The analysis included 54 random and non-random controlled intervention studies published in the last decade (between 2003 and 2013). Results showed small but significant effects (average g = 0.22) on all outcomes, except for motivational outcomes. Programs were coded for the presence/absence of four categories of strategies: those focusing on the teacher, on student behavior, on students' social-emotional development, and on teacher-student relationships. Focusing on the students' social-emotional development appeared to have the largest contribution to the interventions' effectiveness, in particular on the social-emotional outcomes. Moreover, we found a tentative result that students' academic outcomes benefitted from teacher-focused programs.Keywords: review, meta-analysis, classroom management strategies, classroom management programs, student outcomes META-ANALYSIS ON EFFECTIVE CLASSROOM MANAGEMENT 3 A Meta-Analysis of the Effects of Classroom Management Strategies and ClassroomManagement Programs on Students' Academic, Behavioral, Emotional, and Motivational Ou...

At the end of secondary education in The Netherlands, students have to pass a final examination, consisting of an internal school-based assessment and an external national assessment. According to the Dutch inspectorate, to ensure the quality of final examinations, the discrepancy between both assessments must be less than 0.5 points (on a scale from 1 to 10). In the first part of this study, we demonstrate that these examination results are a rich source of data schools can use. We investigated the discrepancy between school and central examination grades for different groups of students and found that the discrepancies for some student groups are too high. The second part of this study focuses on the use of examination results as an important source of data in improvement planning. The results show that final examination results are underutilized and that schools rarely investigate discrepancies for certain student groups.

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