Research on effective classroom management and a safe classroom climate that supports learning: from setting boundaries to connecting with pupils.

This research is aimed at preventing disorder and reducing the prevalence of disruptive behavior of students in Flemish mainstream primary and secondary schools. The project has two goals. First, we make a scientific analysis of important characteristics of a classroom climate that supports students' learning and prevents disruptive behavior of students. We also pay attention to the levers and barriers to the development of such a classroom climate and how factors at the macro-, school- and classroom level play a role in this. Second, we invest in valorization outcomes and write a practice-oriented book. For the realization of the first goal, we set up an extensive literature study (with three phases). Based on this cyclical process, we develop a first version of the theoretical framework. We test the theoretical framework against Flemish and international practice. We set up focus groups with relevant actors in Flanders (school teams, principals, support staff, teacher trainers and scientists). We will also discuss the framework and the challenges we are facing in Flanders with actors from education systems abroad where - at least according to TALIS results - fewer problems are experienced with classroom management. After adjusting and testing the theoretical framework, we will make a selection of at least 10 concrete practices and look for schools in which these practices are meaningfully applied. We aim to find practices across various educational levels and contexts, which refer to various essential characteristics/building blocks and levers described in the theoretical framework. We organise one school visit per practice, richly describing this practice. We inventory experiences with this practice from various stakeholders (school teams, students, and externals) through in-depth interviews, focus group discussions, and observations when appropriate. In the interviews we also probe the preceding process and critical success factors and (Flemish) preconditions, with in view of formulating recommendations for implementation. The insights from this case study research form the basis for the practice-oriented book. The project results in two scientific reports, a practical guide and recommendations for implementation in Flemish schools, teacher training, professionalization in the educational field (CLB, pedagogical guidance services, support networks, ...) and for cooperation with other relevant actors.

Keywords:PRIMARY EDUCATION, SECONDARY EDUCATION, CLASS MANAGEMENT, SCHOOL CLIMATE

Disciplines:General pedagogical and educational sciences not elsewhere classified

Project type:Collaboration project