Profiles of classroom behavior in high schools: associations with teacher behavior management strategies and classroom composition.
Although there has been considerable attention to the issue of classroom management and processes in educational reform models, there has been relatively limited research on these factors in high schools. The current study utilized observational data from 1262 classrooms in 52 high schools to examine teacher classroom management strategies and ratings of student compliance, engagement, and social disruption. Latent profile analysis (LPA) was conducted to examine specific patterns of classroom-wide student behavior in relation to teachers' use of classroom management strategies and classroom composition. The LPA revealed three distinct classroom behavioral profiles where students consistently met behavioral expectations (71%), inconsistently met expectations (23%), and were noncompliant (6%). Analyses indicated a functional association between patterns of student behavior and teachers' classroom management. In classrooms where students consistently met expectations, teachers provided more opportunities to respond and less disapproval and reactive behavioral management. Classrooms with noncompliant students had teachers who used the most disapproval and reactive behavior management. In addition, classrooms characterized as consistent had fewer males and more White students than classrooms characterized by inconsistent and noncompliant behaviors. These findings highlight the link between student patterns of behavior and teacher classroom management and have important implications for screening and professional development.
Johns Hopkins Bloomberg School of Public Health, Center for the Prevention of Youth Violence, United States. Electronic address: epas@jhu.edu.
Elise T
ET
Pas
Johns Hopkins University, School of Education, United States.
Anne H
AH
Cash
Johns Hopkins Bloomberg School of Public Health, Center for the Prevention of Youth Violence, United States.
Lindsey
L
O'Brennan
Johns Hopkins Bloomberg School of Public Health, Center for the Prevention of Youth Violence, United States.
Katrina J
KJ
Debnam
University of Virginia, Curry School of Education, United States.
Catherine P
CP
Bradshaw
D000293:Adolescent; D000294:Adolescent Behavior / Q000523:psychology*; D001521:Behavior Therapy; D005178:Faculty; D005260:Female; D006801:Humans; D008297:Male; D012574:Schools / Q000458:organization & administration*; D013334:Students / Q000523:psychology*
Classroom management; High schools; Latent profile analysis; Observation data; Student behavior