Presentation #4 Title: Teacher Classroom Management Practices: Effects on Disruptive or Aggressive Student Behavior Author(s):

Description of prior research and its intellectual context. Disruptive behavior in schools has been a source of concern for school systems for many years and, in fact, the single most common request for assistance from teachers is related to behavior and classroom management (Rose & Gallup, 2005). Students who are disruptive experience less academic engaged time, tend to have lower grades, and perform worse on standardized tests compared to students in well managed classrooms (Dolan, Kellam, Brown, Werthamer-Larsson, Rebok, Mayer, et al., 1993). Furthermore, teachers ’ attempts to control disruptive behaviors cost considerable time which often comes at the expense of academic instruction. Without the competence to address disruptive student behavior, teachers find it more challenging to meet the instructional demands of the classroom (Emmer & Stough, 2001). Effective classroom management is also related to prevention efforts. The progression and malleability of maladaptive behaviors is affected by classroom management practices of teachers in the early grades. For example, Greer-Chase and colleagues found that aggressive students in disruptive classroom environments are more likely to be aggressive in later grades without effective classroom management (Greer-Chase et al.). Research-based approaches to classroo