Classroom Management Metareview: A Follow-Up of Research-Based Programs for Preventing and Solving Discipline Problems

• In Event: Exploring Different Perspectives in Classroom Management

Abstract

Classroom management and discipline problems continue to impact teachers’ abilities to maximize teaching and learning. This study updates and synthesizes current trends of research-based programs designed to prevent disruptive classroom behavior. This 2017 study is a replication of a 2006 meta-review. The current study reviewed national vetting organizations’ assessments of multiple classroom management programs. Preliminary results indicate a growing recognition and focus on developing the whole child, as opposed to simply training specific behavioral responses. Social-emotional learning (SEL), social learning theory, mindfulness training, and similar philosophies are now the dominant approaches that many programs incorporate. By examining the trends in research-based classroom management programs we can improve program selection, implementation and key behavioral outcomes.

Authors

• Jerome Freiberg, University of Houston

• David Oviatt, University of Houston