Chapter 6: Managing the Classroom Environment

Effect Size and Classroom Management

While no effect sizes have been reported for classroom management, per se, elements associated with the topic tend to overlap with other strategies. Effect sizes relating to the concepts presented in Chapter 6 are shown below:

Cues and Explanations	1.00 (Bloom, p. 6)
Student Time on Task	1.00 (Bloom, p. 6)
Student Classroom Participation	1.00 (Bloom, p. 6)
Classroom Morale	0.60 (Bloom, p. 6)
Teacher Expectancy	0.30 (Bloom, p. 6)
Setting Goals for Intended Outcomes	0.40 (Walberg, p. 80)
Cues	0.77 (Walberg, p. 77)
Engagement (Student active in learning)	0.88 (Walberg, p. 77)
Corrective Feedback	0 .94 (Walberg, p. 77)
Reinforcement	1.17 (Walberg, p.94)
Reinforcing Effort	Six studies ranging from 0.52 to 2.14 (Marzano et al., p. 51)
Providing Recognition	0.16, 0.16, and 0.78 (Marzano et al., p. 54)
Homogenous Grouping by Ability Levels	(Low Ability, -0.60, Medium, 0.51, High 0.09, Marzano at al., p. 88.

Note: Cohen classified effect sizes (ES) nominally. If an ES were at least 0.2 it is labeled as small, an ES of at least 0.5 is labeled as medium; while an ES of at least 0.8 or greater is labeled as large. An ES under 0.2 is considered as no effect. A negative effect means that the trait adversely affects learning.