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An evaluation of the effectiveness of teacher‐ vs. student‐management classroom interventions
Author(s) -
Fantuzzo John W.,
Polite Kenneth,
Cook David M.,
Quinn Greg
Publication year - 1988
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198804)25:2<154::aid-pits2310250209>3.0.co;2-m
Subject(s) - psychological intervention , generalization , psychology , intervention (counseling) , classroom management , self management , medical education , clinical psychology , applied psychology , mathematics education , medicine , computer science , psychiatry , mathematical analysis , mathematics , machine learning
The review contains a comprehensive evaluation of studies that have directly compared school‐based, teacher‐ vs. student‐management interventions. A search of the PSYCHINFO and ERIC databases produced 26 comparison studies out of a pool of 961 references. The review was limited to studies with nonretarded students in elementary school settings. This review assessed the number of self‐management components in each self‐management intervention, evaluated the relative effectiveness and generalization of these procedures, and assessed the relationship between the degree of self‐management and the resulting treatment and generalization effects. It was found that student‐management interventions resulted in greater treatment effect sizes than those of the teacher‐management interventions. There also appeared to be a significant positive relationship between the number of intervention components that were student‐managed and the treatment effect size.