questionnaires, was used for the study that reported application of strategies such as physical classroom arrangement, audio equipment, rules, and schedules as strategies. Application of the strategies however differed between public and private schools and yielded different effects. The study is relevant to current topic and its method that suggests reliability and validity is its strength. Potential bias from research participants’ responses is however the greatest weakness and is a threat to the associated strength with the applied research method.
Briesch, A., Briesch, J., and Chafouleas, S. (2015). Investigating the usability of classroom management strategies among elementary schoolteachers. Journal of Positive Behavior Interventions 17(1), 5-14.
The results identified the participants’ ability to use the strategies, suggest application in class set-ups, is valid, and is relevant to the current study. Validity and reliability, based on the applied quantitative approach are the study’s strengths but using participants to measure outcomes is a weakness.
Coles, E., Owens, J., Serrano, V., Slavee, J. and Evans, S. (2015). From consultation to student outcomes: The role of teacher knowledge, skills, and beliefs in increasing integrity in classroom management strategies. School Mental Health 7(1), 34-48.
Using case study, results show relationship between the variables and therefore identify possible mediator factor to effectiveness of classroom management strategies. Ability of a case study to develop in-depth understanding of a phenomenon is the study’s strength while inability to infer findings, due to the subjective approach is a weakness of the study.
Garner, P., Moses, L., and Waajid, B. (2013). Prospective teachers’ awareness and expression of emotions: Associations with proposed strategies for behavioral management in the classroom. Psychology in the Schools 50(5), 471-488.
The researchers aimed at investigating relationship between ...Show more