H. Jerome Freiberg

Classroom Management--A Pathway to Student Achievement: A Study of Fourteen Inner-City Elementary Schools.

This article examines the achievement effects of a prosocial classroom and instructional management program—Consistency Management & Cooperative Discipline (CMCD)—implemented at 14 elementary schools in a single geographic feeder pattern of a large, urban school district. State reading and mathematics achievement data were collected over 2 years for a stratified, random sample of 350 upper elementary students and their matched cohort. Using an archival post‐hoc quasi‐experimental design, test data were collected prior to start‐up and upon program completion, enabling a continuous view of achievement from both groups. Students in CMCD schools outperformed control students. In mathematics, on average, CMCD students ranked at the 67th percentile, while control students ranked at the 50th percentile. In reading, on average, CMCD students ranked at the 64th percentile, while control students ranked at the 50th percentile. These findings are consistent with other studies of CMCD. As the classroom management program does not provide an academic curriculum, findings suggest that other alterable and additive educational variables that improve learning conditions should be examined further.

Classroom Management: A Pathway to Improving School Climate in two British Secondary Schools

How classrooms are formed and managed sets the foundation for emotional and intellectual well-being. A person-centred learning environment balances the needs of both the teacher and the learner, utilizing shared responsibility, cooperative leadership and caring. Built on humanistic principles, this chapter examines the effects of a person-centred classroom management programme, Consistency Management & Cooperative Discipline® (CMCD®), on the school climate of two large secondary schools in England, the use of which represented a shift in philosophy and practice from primarily behaviouristic to instructional and person-centred approaches to classroom management. The changes in school climate over multiple years demonstrate both the problems schools can create and the potential solutions, when students and their teachers receive the care they need to flourish.