Classroom Management Meta-Review Continuation of Research-Based Programs for Preventing and Solving Discipline Problems

Abstract

This 2018 study builds upon a 2006 meta-review of classroom management programs in the Handbook of Classroom Management: Research, Practice, and Contemporary Issues. The current review accounts for recent trends in classroom management and discipline programs, compares the current state of the field to the 2006 study, and offers suggestions to identify methodologies and strategies for continued growth and development in the field of classroom management. Research-based classroom management programs provide an opportunity for school-based educators to identify programs that best respond to the specific needs of grade levels, varying school contexts, and students at risk. Results indicate a growing trend away from compliance and obedience, often the norm for inner city schools, to a model of self-discipline and self-direction. Emphasizing greater student engagement and a developmental, holistic approach toward the child’s development has been shown to lead to better long-term outcomes than more individualistic, uncoordinated efforts. Social-emotional learning (SEL), social learning theory, mindfulness, and similar philosophies are the dominant approaches that many programs incorporate. This study serves as a longitudinal trend-line to update our understanding of the research-validated findings regarding classroom management over a 14 year time period.

Keywords:

• Classroom management
• At-risk youth
• Program in transition