Inciting Better Than “Best Practice”: Exploring Relationships Among Classroom Management Practices, School Climate, and Achievement

• In Event: Creating and Sustaining Positive School Communities

Abstract

The findings of this study from thirty (30) urban schools show a strong (0.7) correlation between the kinds of classroom management practices used and the resulting levels of both school climate and student achievement. Different kinds of classroom management practices were shown to produce very different outcomes. The data point to a larger contention that classroom management practices do not simply have the effect of producing the conditions for learning but are essential teaching practices that in themselves will lead to greater or lesser student achievement. A model for predicting the level of school climate and student achievement from classroom management practices is presented. Implications for both policy and practice are offered.

Authors

• John V. Shindler, California State University - Los Angeles

• A.Dee Williams, California State University - Los Angeles

• Albert F. Jones, California State University - Los Angeles