Evidence Based Practices in Urban Classroom Management:
A Review of the Literature
Rationale:
Since the inception of compensatory public education, classroom
management has been identified as a critical component of student
achievement (Dunlap et al., 2010; Greenwood, 1991; Marzano &
Marzano, 2003; Simonsen, Fairbanks, Briesch, Myers, & Sugai,
2008; Wang, Haertel, & Walberg, 1993). Previous literature
reviews of classroom management identified effective practices for
the standard American classroom of up to 40 years ago (Simonson
et al., 2008). Previous classroom composition no longer matches
todays urban classroom diversity. Essential to find management
practices that effectively support the needs of students in todays
urban classrooms. The purpose of the present literature review is to
explore current urban classroom management practices recognized
as best practices using the framework of the Simonsen et al. (2008). o Based on two critical features of effective classroom management from
Findings:
Meant to Alter Teacher Meant to Alter Student
Behavior: Behavior:
o Feedback from self o Prevention intervention
o Feedback from others o Expectations and standards
o Environment
o Relational interactions
o Reinforcement
o Punishment hierarchies
o Teaching skills to students
Kristin Withey M.Ed./Kristin.withey@unlv.edu
Kathy Ewoldt M.Ed./ewoldtk@unlv.nevada.edu
Katelyn Zirkus M.Ed./Katelyn.zirkus@unlv.edu
Methods: Analysis:
Online Search of Databases: o Each author read five articles and coded classroom behavior
o Academic Search Premier management strategies.
o Child Development & Adolescent Studies o Each author then read and coded an additional five articles.
o Education Resource Information Center (ERIC) o Each article was read and coded by at least two different authors.
o Education Full Text o When a strategy was common to both authors lists, it was added to
o Professional Development Collection the set of confirmed strategies.
o PsychArticles o Strategies that were not identified by both authors were discussed
o SAGE Publications by all three authors to determine inclusion to confirmed strategies or
o Teacher Development Series removal.
o Teacher Reference Center o The triangulated strategies were then grouped into broad categories.
Search Terms:
Simonsen et al. (2008): (a) strategies for responding to appropriate student
behaviors, and (b) strategies for responding to inappropriate student behaviors.
o Classroom management AND urban AND Contract OR Error correction
Significance to
OR Expectations OR FeedbackOR Ignoring OR Peer monitoring
OR Praise OR Reinforcement OR Response Costs OR Rules OR Self- Teacher Education:
management OR Social skills OR Token economy.
o Required urban AND behavior.
o Replicate causal research across urban settings.
o Reform practices currently in use that lack an evidence-base.
o Infuse teacher preparation and in-service training with high-quality
Delimiters: evidence-based practices to stop the perpetuation of customary practices
o 2008 and newer that lack evidence.
o Targeted to K-12 environments
Selection:
o Run by two different researchers: a) combined search and b) each term
individually.
o Yielded 25 and 16 results.
Limitations:
o Researchers discussed articles that were not found by both authors and came to o Limited amount of empirical research performed
agreement that 14 articles found by both researchers met the inclusion criteria. o Variability in the definition of urban