Classroom Management for Rural Students with or at Risk for Emotional and Behavioral Disorders: A Longitudinal Study across Early Elementary School Public Deposited

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  • March 19, 2019
  • Garwood, Justin
    • Affiliation: School of Education
  • Besides their homes, children spend more time in classrooms than any other place. Especially in rural areas, the classroom may be one of the most important settings for children's emotional, behavioral, and cognitive development. Considering the strong push for inclusion and the under-identification of students with or at risk for emotional and behavioral disorders (EBD), general education classrooms are likely to include students who experience significant emotional and behavior problems that challenge teachers' management skills and adversely affect academic achievement. Teachers and administrators across rural America have called out for professional development related to EBD and classroom management; yet, no study in the literature has investigated the quality of classroom management taking place in rural elementary schools to assess potential associations with the reading achievement and behavior of students with or at risk for EBD. Data from this study were drawn from the Family Life Project, an epidemiological study of families in low-wealth, rural communities. With a sample of 235 children with or at risk for EBD who were followed from kindergarten through third grade, this study explored the cumulative effects of classroom management quality across the first four years in school on children's reading achievement and behavior in third grade. Results suggested students' self-reported engagement and disaffection in third grade was not related to the quality of classroom management they had experienced. However, hierarchical multiple regressions and moderation analysis suggested that as the overall quality of classroom management improved, boys with or at risk for EBD scored significantly higher on a standardized test of reading comprehension in third grade, while girls appeared unaffected by the quality of classroom management. Implications for teachers and future directions in research are discussed.
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Rights statement
  • In Copyright
  • Odom, Samuel L.
  • Able, Harriet
  • Bratsch-Hines, Mary
  • Vernon-Feagans, Lynne
  • Harris, Alene
  • Doctor of Philosophy
Degree granting institution
  • University of North Carolina at Chapel Hill Graduate School
Graduation year
  • 2015
Place of publication
  • Chapel Hill, NC
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