Academic improvement through an experimental classroom management system

Matheny, Kenneth B.; Edwards, Craig

doi:10.1016/0022-4405(74)90034-x

Cited by 21 publications

(4 citation statements)

References 5 publications

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“…To explain the model and its use in classroom climate research in a manner that is easy to understand, we use an example from research on teaching quality. This research has established the notion that student achievement is positively related to classroom management (e.g., Kounin, 1970;Matheny & Edwards, 1974;Lewis, 2001;Helmke et al, 1986;Praetorius et al, 2018;Kunter et al, 2007). Classroom management consists of two core components: identifying and strengthening desirable student behaviors and preventing undesirable ones (Hochweber et al, 2014).…”

Section: Multilevel Analysis Of Classroom Climatementioning

confidence: 99%

How Many Classes and Students Should Ideally be Sampled When Assessing the Role of Classroom Climate via Student Ratings on a Limited Budget? An Optimal Design Perspective

et al. 2021

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A central question in educational research is how classroom climate variables, such as teaching quality, goal structures, or interpersonal teacher behavior, are related to critical student outcomes, such as students’ achievement and motivation. Student ratings are frequently used to measure classroom climate. When using student ratings to assess classroom climate, researchers first ask students to rate classroom climate characteristics and then aggregate the ratings on the class level. Multilevel latent variable modeling is then used to determine whether class-mean ratings of classroom climate are predictive of student outcomes and to correct for unreliability so that the relations can be estimated without bias. In this article, we adopt an optimal design perspective on this specific strategy. Specifically, after briefly recapping a prominent model in climate research, we show and explain (a) how statistical power can be maximized by choosing optimal numbers of classes and students per class given a fixed budget for conducting a study and (b) how the budget required to achieve a prespecified level of power can be minimized. Moreover, we present an example from research on teaching quality to illustrate the procedures and to provide guidance to researchers who are interested in studying the role of classroom climate. Also, we present a Shiny App that can be used to help find optimal designs for classroom climate studies. The app can be accessed at https://psychtools.shinyapps.io/optimalDesignsClassroomClimate

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Section: Multilevel Analysis Of Classroom Climatementioning

confidence: 99%

How Many Classes and Students Should Ideally be Sampled When Assessing the Role of Classroom Climate via Student Ratings on a Limited Budget? An Optimal Design Perspective

et al. 2021

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“…Howe (1984) discusses how the extent to which the control of learning is placed in the hands of the learner affects learning outcomes. He cites studies (Matheny and Edwards, 1974;Wang and Stiles, 1976) which seem to support the thesis that greater control in the hands of pupils leads to improvements in, for example, tasks completed, performance in reading tests, and a "feeling" of being in control which was considered important by some participants in his interviews, and was presumably fed back into the cycle of improvement and achievement.…”

Section: Commentarymentioning

confidence: 99%

Logo, motivation, and a project about garden gates in a primary classroom

Pritchard

1997

Brit J Educational Tech

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This is a description of a unit of work undertaken in a primary (Key Stage Two) classroom. It illustrates an approach to teaching which, in this case, appeared to increase the level of engagement of the children. This increased engagement in turn appears to have led to increased motivation and an improvement in the standard of work produced by the majority of the children in the class.The work involved the measurement of garden gates in the vicinity of the school and the children making use of photographs, measurements and sketches to help them to reproduce the gates as Logo designs. The complexity or simplicity of the end products (Logo designs) was left to the individual children to establish. Naturally help was given on the way and great progress was made by some children in their understanding of the basics of Logo.The teacher was in a position to monitor the progress of the work and in particular to notice increased motivation and enthusiasm for school work generally. It is not possible to show with any certainty that the style of curriculum organisation or the use of Logo were responsible for the increase in motivation but the feeling of the teacher, and of others involved, was that the work undertaken by the children during the school term in question contributed greatly to the children's enjoyment of school which in turn, it is believed, contributed to the satisfactory progress of the children. This is not a report of an empirical study, but a case study report of one example of "good practice" with a commentary which, it is hoped, will encourage discussion and consideration of ways of organising the primary curriculum and of the use of Logo. IntroductionThis is a report of a project with a year six class in which the children were expected to work with a reasonable amount of independence, but within the constraints of the work which was planned. Although the work was set in a broadly based

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“…Construct validity was assessed by comparing scores on the ve SSPS scales with results obtained from the Nowicki & Strickland (1973) Matheney & Edwards, 1974) is similar to the research sample mean of 13.07 (SD = 4.51).…”

Section: Main Sample Validationmentioning

confidence: 99%