Teacher Classroom Management Practices: Effects on Disruptive or Aggressive Student Behavior.
By R. Oliver, J. Wehby, D. Reschly. 2011
308 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education, Social Psychology
View Paper: https://www.semanticscholar.org/paper/6f69ed3174a7edf8370c01b66555b543a31550d3
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Trude Havik
- Sigrun K. Ertesvåg
- Truus Harms
- H. de Boer
- M. V. van Kuijk
- S. Doolaard
- H. Korpershoek
- E. Bru
In Education
In Social Psychology
- Trude Havik
- Sigrun K. Ertesvåg
- Truus Harms
- H. de Boer
- M. V. van Kuijk
- S. Doolaard
- H. Korpershoek
- E. Bru
Citations in the corpus
- A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students’ Academic, Behavioral, Emotional, and Motivational Outcomes (2016, background): “…(Durlak et al., 2011; Marzano et al., 2003; Oliver et al., 2011), the reported effects were generally similar in size (i.e., when the effect sizes measured at the classroom level, e.g., Marzano et al., 2003, or measured at the school level, e.g., Oliver et al., 2011, are recalculated).”
- Parental perspectives of the role of school factors in school refusal (2014, background): “Moreover, in noisy classrooms teachers have to spend more time calming things down and controlling disruptive behavior (Oliver, Wehby, and Reschly 2011).”