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Classroom Management in Primary Schools: A Review of the Literature

Published online by Cambridge University Press:  06 October 2014

Ray Wilks
Ray Wilks*
Affiliation:
Royal Melbourne Institute of Technology
*
Department of Psychology and Intellectual Disability Studies, Royal Melbourne Institute of Technology, Bundoora VIC 3083, Australia
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Abstract

A considerable body of classroom management research has attempted to examine teacher and student variables believed to correlate with student academic achievement. However, only some of these variables are alterable by the school. Knowledge of these alterable variables may assist schools to make informed decisions about managing primary school classrooms to maximise student achievement. Evidence suggests that students' activity (level of academic engaged time and academic learning time) may be causally intermediate between the teacher's implementation of the curriculum (including a teacher's managerial skills, discipline procedures, and instructional methods) and the student's learning. This paper reviews the literature related to a number of alterable teacher and student variables that impact on a student's academic achievement. Existing difficulties of, and future directions for, classroom management research are discussed.

Type
Research Article
Information
Behaviour Change , Volume 13 , Issue 1 , March 1996 , pp. 20 - 32
Copyright
Copyright © The Author(s) 1996

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References

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