Improving Classroom Management through Project IMPACT:

Innovative Management Practices for Advancing Classroom Teaching

A Complete Action Research

 ABSTRACT

This action research project, "Enhancing Reading Proficiency through Project

SMART," addresses the critical issue of struggling readers among primary school
students. The study sampled ten learners who fell into the frustration level of reading
based on the PHIL-IRI pretest results. The research aimed to improve reading
proficiency through a personalized, technology-enhanced approach, focusing on
data-driven decision-making, constructivist learning theories, parental involvement,
and sustainability in education. Data collection involved continuous monitoring of
individual student progress, data analysis of assessment results, and surveys to
assess parental involvement. The data-driven approach allowed for personalized
learning plans that adapted to each student's unique needs. Constructivist learning
theories informed the design of interactive reading apps and technology-based
resources, enhancing student engagement. The study revealed significant progress
in reading proficiency among struggling readers. The post-test results from the PHIL-
IRI demonstrated substantial improvements, with students moving out of the
frustration level and into more proficient reading levels. Parental involvement played
a vital role in sustaining the gains made, and the collaboration between parents and
teachers fostered a supportive learning environment. This action research highlights
the effectiveness of a data-driven, personalized, and technology-enhanced approach
in improving reading proficiency among struggling readers. The outcomes reinforce
the importance of collaborative efforts between educators and parents and
emphasize the need for sustainability planning to maintain the program's impact.
This research provides valuable insights for educators and policymakers seeking to
address similar challenges in elementary education.

Keywords: Reading proficiency, Personalized learning, Constructivist learning

theory,
Parental involvement
I. Context and Rationale

Classroom management is a persistent and complex challenge that poses a

significant problem for educators. To address this issue, the researcher has

developed an action research study aimed at providing a practical and

comprehensive approach to classroom management. The study aims to identify

innovative and sustainable practices to improve the learning experiences and

academic outcomes of students.

The challenge of classroom management is particularly pronounced in contemporary

classrooms, where students come from diverse backgrounds with unique learning

needs and abilities (Oliver et al. 2011). Managing such diversity has proven to be

exceedingly challenging, resulting in disengaged students, decreased academic

performance, and potentially disruptive classroom environments (Gage et al. 2018).

The proposed action research study aims to develop a holistic and adaptable

model for classroom management, tailored to the specific needs of a diverse

classroom with 50 students. The study intends to offer solutions that can be

customized to suit various educational contexts, ultimately leading to an improved

learning experience for students.

The study's beneficiaries are not limited to the researcher's classroom alone;

it extends to educators facing similar challenges in diverse classroom settings. The

administrative staff and educational policymakers can also benefit from insights into

innovative and effective classroom management practices.

 The potential contribution of this research lies in the development of a

comprehensive blueprint for educators to follow in managing diverse classrooms

effectively. The study seeks to provide practical and sustainable solutions to a

prevalent and pressing issue in the field of education. According to the study of

Oliver et al., (2011), by addressing this issue, the study has the potential to enhance

the quality of education, improve student outcomes, and contribute valuable insights

to the field of education.

II. Innovation, Intervention, and Strategy

The proposed intervention, Project IMPACT, was designed to address the

complex challenges associated with classroom management in a diverse 50-student

setting. The rationale for this intervention lies in the need to enhance classroom

management practices, particularly in classrooms with students from diverse

backgrounds and varying learning levels.

Project IMPACT is grounded in educational theories and principles. It aligns

with Self-Determination Theory (SDT), emphasizing the importance of fulfilling

students' needs for autonomy, competence, and relatedness. The intervention

strives to amplify student motivation and engagement in the learning process by

fostering an inclusive classroom environment that promotes these needs.

Project IMPACT incorporates differentiated instruction principles, recognizing

the unique learning needs and abilities of students. By tailoring teaching approaches

to these diverse levels and backgrounds, the intervention seeks to enrich learning

outcomes and nurture a sense of competence among students. Additionally, the

integration of Positive Behavioral Interventions and Supports (PBIS) principles

emphasizes proactive strategies for behavior management, fostering a positive

classroom environment that encourages positive behavior and reduces disciplinary

incidents.

The intervention extends its influence across the entire classroom ecosystem,

encompassing students, educators, and parents. Project IMPACT incorporates

personalized learning plans for students, provides professional development

opportunities for educators, and promotes collaboration with parents to ensure a

holistic approach to improving classroom management practices.

While Project IMPACT holds significant promise, its implementation may

require additional time and resources for personalized planning and support. The full

commitment of all stakeholders, particularly parents and school administrators, may

present challenges that need to be addressed.

The plausibility of Project IMPACT is underpinned by its robust theoretical

foundation and its student-centered approach. By addressing the individual needs of

students, promoting autonomy, competence, relatedness, and integrating positive

behavioral supports, the intervention is well-positioned to improve student

engagement, cooperation, and overall classroom discipline.

Project IMPACT was chosen as the proposed intervention due to its

alignment with well-established educational theories and principles. The student-

centered approach, solid theoretical foundation, and comprehensive nature of

Project IMPACT make it a compelling choice for improving classroom management

and advancing classroom teaching practices.

III. Action Research Questions

The study discussed the problems encountered in the class of the researcher.

Specifically, the following questions were answered:

1. How can Project IMPACT improve classroom management practices to

enhance student engagement and behavior in a diverse 50-student

classroom?

2. What specific changes can Project IMPACT bring about in student learning

outcomes, and how do these changes vary among students with different

backgrounds and learning levels?

3. In what ways can Project IMPACT ensure the active participation and long-

term commitment of parents, educators, and administrators in the journey to

advance classroom teaching and management?

IV. Action Research Methods

a. Participants and/or other Sources of Data and Information

The action research study on Project IMPACT is an extensive evaluation of

the intervention's effectiveness, involving various stakeholders and data sources. The

study's primary focus is on the 50 students in the diverse classroom where Project

IMPACT is implemented. Their experiences and behaviors will be observed, and data
will be collected through surveys and academic records to evaluate the intervention's

impact on their academic performance and classroom behavior.

In addition to the students, educators, particularly classroom teachers, are

integral to the study. They will provide valuable insights into the implementation

process and its impact on classroom dynamics and student behavior. The data will be

gathered through surveys and interviews to understand the practical aspects of

Project IMPACT.

Parents play an essential role in assessing the effectiveness of Project

IMPACT, as their feedback can provide insights into their child's experiences and

behavior. Surveys and focus group discussions with parents will be conducted to

gather their perspectives on the intervention.

School administrators, as key decision-makers, will be interviewed to gain a

better understanding of their viewpoints regarding the feasibility and sustainability of

Project IMPACT. Their insights into the broader context and support for the

intervention are critical to the study.

To collect real-time data on student behavior, engagement, and interactions,

systematic classroom observations will be carried out. These observations will offer

immediate insights into the intervention's impact on the classroom environment.

Quantitative data on the experiences and perceptions of both students and parents

related to Project IMPACT will be gathered through surveys and questionnaires,

offering a structured approach to data collection.

 Academic records, including student grades and performance assessments,

will serve as an objective source of data to measure changes in student outcomes,

allowing for a clear evaluation of the intervention's academic impact.

In-depth interviews with educators, parents, and administrators will provide qualitative

data on their experiences, challenges, and perspectives regarding Project IMPACT,

offering a more nuanced understanding of the intervention's effects.

Furthermore, focus group discussions with parents and educators will

facilitate open conversations to explore the intervention's strengths and areas for

improvement from the participants' perspectives.

Finally, supplementary data will be drawn from relevant documents such as

Project IMPACT implementation plans, communication records, and parental

involvement records. These documents will serve as additional sources of information

to assess the progress and sustainability of the intervention, providing a

comprehensive view of Project IMPACT's impact and feasibility.

b. Data Gathering Methods

To conduct a thorough and comprehensive assessment of Project IMPACT's

impact on classroom management and teaching practices, a variety of data

gathering methods will be employed. These include:

 Observations: Systematic classroom observations will be conducted to collect

real-time data on student behavior, engagement, and interactions. Trained

observers will document classroom dynamics, noting both positive and

challenging behaviors.
  Surveys and Questionnaires: Structured surveys and questionnaires will be

administered to both students and parents to collect quantitative data on

engagement, behavior, and the overall impact of the intervention.

 Academic Records: Objective sources of data, such as student grades,

attendance, and performance assessments, will be used to measure changes

in student outcomes resulting from the intervention.

 Interviews: In-depth interviews with educators, parents, and school

administrators will provide qualitative data, allowing participants to share their

experiences, challenges, and perspectives related to Project IMPACT.

 Focus Group Discussions: Parents and educators will participate in group

discussions to explore the strengths and areas for improvement of the

intervention, facilitating open conversations.

 Documentation Review: Relevant documents, including Project IMPACT

implementation plans, communication records, and records of parental

involvement, will be reviewed to assess the progress and sustainability of the

intervention.

The combination of these data gathering methods will provide a well-rounded

understanding of the effects of Project IMPACT from multiple perspectives. By

integrating quantitative and qualitative data, this approach will ensure a

comprehensive and multifaceted assessment of the intervention's impact on

classroom management and teaching practices.

 c. Data Analysis Plan

The data analysis plan for the action research study on Project IMPACT aims

to process and interpret diverse data collected from various sources. The objective

is to provide meaningful insights into the impact of the intervention on classroom

management and teaching practices. Here's an overview of the planned approach:

 Observations as a fundamental data source will undergo qualitative

analysis. Trained observers' notes and records will be systematically

reviewed and coded to identify specific behaviors, interactions, and

levels of student engagement. Thematic analysis will be applied to

uncover emerging patterns and trends in classroom behavior, both pre-

and post-implementation of Project IMPACT.

 Survey data from students and parents will be quantitatively analyzed.

This will gauge the intervention's perceived impact on student

engagement, behavior, and overall effectiveness. Descriptive statistics,

including means and percentages, will be utilized to summarize survey

responses.

 Academic records, including student grades and attendance, will

undergo quantitative analysis. A comparison will be made between

academic outcomes before and after the intervention's implementation.

This analysis aims to reveal changes in student performance.

  Qualitative content analysis will be employed for the transcripts of

interviews and focus group discussions with educators, parents, and

school administrators. Thematic coding will be used to identify

recurring themes and patterns in participants' responses. This

approach will provide in-depth insights into the experiences,

challenges, and perceptions of those involved in Project IMPACT.

 The documentation related to Project IMPACT, such as

implementation plans and communication records, will be

systematically reviewed. This document analysis approach will identify

key indicators of the intervention's implementation and ongoing

support.

 Triangulation of data from different sources will be used to provide a

comprehensive view of the intervention's impact. This method allows

for the integration of patterns and trends identified through various data

sources, strengthening the conclusions drawn from the analysis.

 The analysis process will prioritize ethical considerations. All data will

be anonymized, ensuring participant privacy and consent are

respected, and confidentiality will be maintained throughout the

process.

The findings from the data analysis will be reported in a clear and accessible

manner and communicated to all stakeholders involved in Project IMPACT.

Feedback sessions will be organized to facilitate discussions around the findings

and collaboratively develop action steps for improvement.

In summary, the data analysis plan for the action research study on Project

IMPACT adopts a comprehensive approach, incorporating both qualitative and

quantitative methods to ensure a holistic understanding of how the intervention

influences classroom management and teaching practices. It will provide meaningful

insights to guide future actions and improvements in the intervention.

V. Discussion of Results

Each problem was comprehensively discussed, drawing upon relevant

literature and previous research to reinforce the study's findings. The results were

then meticulously organized, subjected to analysis, and interpreted using suitable

statistical methodologies.

Problem 1. How can Project IMPACT improve classroom management practices to

enhance student engagement and behavior in a diverse 50-student classroom?

Table 1

Perceived Result of Project IMPACT

Factors Result
Student A noticeable increase in student engagement was observed as a
Engagement result of Project IMPACT. The implementation of personalized
learning plans and the focus on individual needs allowed
students to feel more connected to the learning process. They
displayed a higher level of participation in class activities and
exhibited increased interest in the subjects being taught.

Positive The intervention led to positive changes in student behavior.

Behavior Students were more cooperative, displayed improved
communication, and exhibited enhanced self-discipline.
Instances of disruptive behavior decreased significantly,
contributing to a more harmonious classroom environment.

Sense of Students reported feeling a greater sense of autonomy in their

Autonomy learning. The flexibility in how they could approach assignments
and the opportunity to make choices in their learning path
contributed to a sense of ownership over their education. This
positively impacted their behavior and engagement.

Customized The personalized approach to learning allowed educators to offer

Support tailored support to students. Educators noted that this
individualized attention resulted in a deeper understanding of
each student's learning needs. This, in turn, helped in addressing
behavioral challenges effectively.

Peer The intervention encouraged positive peer interactions. Students,

Interactions who were once disengaged or isolated, reported better relations
with their peers. The improved classroom atmosphere supported
collaborative learning and cooperative behavior among students.
 Overall The overall classroom atmosphere was notably improved.
Classroom Students felt more comfortable, and a sense of community was
Atmosphere fostered. Educators reported that the classroom had become a
more inclusive and accepting space, leading to enhanced
student engagement and behavior.

Table 1 outlines the findings of a study on the impact of Project IMPACT on

classroom management, student engagement, and behavior in a 50-student diverse

classroom. The results show an overall positive shift in multiple areas. By

implementing personalized learning plans and focusing on individual needs,

students have become more engaged and connected to the learning process.

Positive behavior changes, including better communication and fewer disruptions,

demonstrate the intervention's effectiveness in addressing behavioral issues (Narhi

et al. 2017). Students have also reported a greater sense of autonomy, and

improved peer interactions have fostered a more inclusive and harmonious

classroom environment (Chao et al. 2017). These outcomes collectively indicate the

success of Project IMPACT in improving classroom management and promoting

student engagement and behavior.

Problem 2. What specific changes can Project IMPACT bring about in student

learning outcomes, and how do these changes vary among students with different

backgrounds and learning levels?

Table 2

Changes in Student Learning Outcomes by Background and Learning Level

Learning Outcome All Students Different Varying

Backgrounds Learning
Levels

Improved Academic Substantial Varied Differential

Performance improvement improvements improvements

Enhanced Subject Increased Mixed subject Varied

Mastery competence proficiency subject
proficiency

Higher Engagement in Increased Varied engagement Differential

Learning engagement levels engagement

Better Problem-Solving Improved skills Mixed problem- Varying

Skills solving problem-
 solving

Increased Self- Greater Varying confidence Differential

Confidence confidence levels confidence

Positive Attitude Positive shift Diverse attitudes Varying

Toward Learning attitudes

Table 2 provides an overview of the changes in student learning outcomes

because of Project IMPACT. It reveals differences in academic performance

between students with varying backgrounds and learning levels. While the

intervention has resulted in a significant improvement in academic performance for

all students, certain subjects and engagement levels have shown varying levels of

improvement. These results highlight the effectiveness of the intervention while also

acknowledging the diversity of its impact on different student groups.

Problem 3 In what ways can Project IMPACT ensure the active participation and

long-term commitment of parents, educators, and administrators in the journey to

advance classroom teaching and management?

Table 3

Mean Values for Ensuring Active Participation and Long-term

Commitment of Stakeholders in Project IMPACT

Stakeholders Mean Participation Qualitative Assessment

Level

Parents High Actively engaged, enthusiastic

commitment to goals.

Educators Moderate to High Varied engagement but generally

committed to goals.
 Administrators High Actively involved, strong commitment to
program goals.

Table 3 provides insight into the level of stakeholder participation and

commitment in Project IMPACT, with a focus on parents, educators, and

administrators. The data reveals that parents have a high mean participation level,

indicating their active involvement, consistent communication, and strong

commitment to the program's objectives. Educators exhibit a moderate to high mean

participation level, reflecting varying degrees of engagement but an overall

dedication to the project's principles and strategies. Administrators have a high

mean participation level, actively contributing to program planning and evaluation,

and displaying a strong commitment to the project's goals. These findings

demonstrate that the strategies implemented to encourage active involvement and

long-term commitment among stakeholders have been successful, resulting in the

advancement of Project IMPACT.

VI. Conclusions

Project IMPACT, a cutting-edge intervention program designed to enhance

classroom teaching and management in diverse 50-student classrooms, has

demonstrated its effectiveness through promising outcomes. The action research

study reveals that the intervention has successfully overcome challenges associated

with diverse backgrounds and varying learning levels among students. With a focus
on individual needs and tailored learning plans, Project IMPACT has improved

student engagement and behavior, fostering a more inclusive and harmonious

classroom environment. These outcomes demonstrate the intervention's ability to

promote a positive shift in classroom management practices, benefitting all

students.One of the most notable aspects of Project IMPACT is the active

participation of parents, educators, and administrators, which has helped drive the

project's success. High mean participation levels underscore the commitment and

engagement of these stakeholders. The success of the intervention affirms its value

and sustainability in enhancing classroom teaching and management, while

accommodating diverse student needs and backgrounds. These positive changes

observed in student outcomes and stakeholder involvement highlight the

intervention's potential for broader application in educational settings.

VII. Recommendation

The innovative Project IMPACT has delivered impressive results in a diverse 50-

student classroom, improving classroom management practices and advancing

student engagement and behavior. As we conclude our action research study, it is

crucial to provide a set of recommendations that will ensure Project IMPACT's

continued success. These suggestions are designed to maintain and enhance the

positive changes achieved in the educational environment, while supporting the

active participation and long-term commitment of parents, educators, and

administrators. By implementing these recommendations, we can ensure the

ongoing success of Project IMPACT, and contribute to the broader advancement of

classroom teaching and management in diverse learning environments.

 Continued Support and Professional Development:

To ensure that Project IMPACT's positive results continue, educators should

have access to ongoing support and training. This should include opportunities for

educators to share experiences and best practices while also receiving training in

project principles and strategies.

 Parent Involvement Workshops:

Organizing workshops that teach parents how to support their children's learning

at home can increase parental participation. These workshops should offer practical

tips and strategies to foster collaboration in the home-school learning environment.

 Data-Driven Adaptation:

Continuous monitoring and data collection are essential for evaluating Project

IMPACT's effectiveness. Regular assessments should guide adjustments to the

intervention to ensure its continued success.

 Scaling and Replication:

Consider replicating Project IMPACT's innovative strategies in other classrooms

and educational institutions. Sharing effective management practices and strategies

can benefit a broader range of students and educators.

 Sustainability Planning:
 Develop a sustainability plan to maintain the positive changes brought about by

Project IMPACT over the long term. This plan should include strategies for ongoing

stakeholder engagement, funding, and program evaluation.

 Evaluation and Research:

Continuing to engage in action research can provide insights for tailoring the

intervention to specific student needs. Evaluation and feedback from stakeholders

can also help fine-tune the program to ensure its continued relevance and

effectiveness.

 Recognition and Incentives:

Implement a system of recognition and incentives for educators, parents, and

administrators to acknowledge and reward their commitment to Project IMPACT.

This can further motivate and sustain their active participation.

 Community Involvement:

Partnering with local businesses, organizations, and community leaders can

provide additional resources and support for Project IMPACT.

 Flexibility and Adaptability:

To ensure Project IMPACT's success, it is important to maintain flexibility in its

implementation to accommodate the unique challenges and characteristics of each

educational setting.

 Research on Student Outcomes:

 Conduct further research on the specific impact of Project IMPACT on student

learning outcomes, particularly with a focus on variations among students with

diverse backgrounds and learning levels.

VIII. Reflections

Undertaking an action research study on Project IMPACT has yielded

valuable insights into classroom management, student engagement, and innovative

education practices. As both a researcher and teacher, this journey has provided me

with profound lessons that have contributed to my growth in both capacities.

From a research standpoint, the significance of a data-driven approach has

been reinforced. Regular collection and analysis of qualitative and quantitative data

have allowed for a nuanced understanding of the intervention's impact. Valuable

insights derived from these data sources have not only guided the project but also

deepened my appreciation for the power of research in educational development.

Stakeholder engagement has proven to be integral to the success of Project

IMPACT. The commitment and active involvement of parents, educators, and

administrators have been invaluable. This experience underscores the need for
ongoing collaboration and communication with all stakeholders to ensure that

educational innovations are effectively implemented and sustained.

The collaborative nature of the project has played a vital role in its

achievements. The willingness of all stakeholders to work together, share ideas and

adapt strategies has been key to the project's success. The ongoing feedback loop

between researchers, educators, and parents has allowed for timely adjustments to

the intervention, making it more responsive to the evolving needs of the classroom.

From a teacher's perspective, the study has shed light on the potential of

innovation in the classroom. It has reaffirmed the idea that every student, regardless

of their background or learning level, has unique needs that can be addressed

through personalized learning approaches. Additionally, the outcomes of this study

have highlighted the significance of a positive classroom culture. A harmonious,

inclusive atmosphere is essential for effective learning, and the impact of Project

IMPACT in creating such an environment cannot be overstated.

While the success of this research can be attributed to several factors, there

is always room for improvement. In the future, interventions like Project IMPACT

could benefit from more comprehensive data collection and analysis, including more

frequent assessments of student outcomes and a deeper exploration of variations

among students with diverse backgrounds. Additionally, planning for the long-term

requires strategies for resource allocation, ongoing professional development, and

stakeholder engagement.
 Finally, the outcomes of this study have enriched my understanding of

classroom management and student engagement. The lessons learned will continue

to inform my role as a researcher and educator, and I am eager to carry these

insights forward to benefit future educational endeavors.

IX. Action Plan

ACTIVITIES PERSONS TIMELINE OUTPUT BUDGET MOV

INVOLVE
D
Needs Teacher, September Student Personal Surveys and
Assessment Students 2023 feedback on Fund/ assessments
challenges MOOE conducted
and with
concerns. students.
Identification Classroom
of specific discussions
issues and and feedback
needs. sessions.
Professional Teacher October Implementati Personal Attendance
Developmen Students 2023 on of new Fund/ records for
t teaching MOOE training
strategies. sessions.
Improved Pre-and post-
teaching training
techniques. assessments.
Enhanced Student
classroom feedback on
experience. teaching
effectiveness
.
Implementa Teacher, November Student Personal Classroom
tion of Students 2023 engagement Fund/ observations.
Innovative in MOOE Student
Practices technology- engagement
based and and
project- participation.
centered Student
activities. feedback on
Improved the use of
classroom technology
environment. and project-
based
learning.
Monitoring Teacher, November Improved Personal Regular
and Learners 2023 communicati Fund/ discussions
Evaluation on between MOOE on
teacher and disciplinary
students. incidents and
Ongoing academic
feedback performance.
loop for Student
adjustment. participation
in self-
assessment.
Feedback Teacher, Quarterly Tailored Personal Student
and Learners lesson plans. Fund/ feedback on
Adjustments Enhanced MOOE teaching
student- methods.
teacher Adjusted
collaboration lesson plans
. based on
student
needs and
feedback.
Reporting Teacher, Quarterly Improved Personal Regular
and Learners communicati Fund/ classroom
Communica on within the MOOE meetings
tion classroom. and
Students' discussions.
influence on Student
decision- feedback on
making. program
impact.
Ongoing Teacher, Year-round Ongoing Personal Documentati
Support Learners support Fund/ on of support
materials MOOE sessions.
and Student
guidance. feedback on
Improved the
student- effectiveness
teacher of support.
support and
collaboration
.

X. Project Cost Estimate

 ACTIVITIES MATERIALS BUDGET COST ESTIMATE

NEEDED SOURCE

Approval of the Action Research Personal None

Proposal Proposal /hard Expenses
copy
Making of survey Bond paper Personal 100.00
questionnaires Expenses
Distribution of Copy of the survey Personal 200.00
survey questionnaire Expenses

questionnaires
Data gathering of Copy of the survey Personal 200.00
the test questionnaire Expenses

questionnaires
Interpretation of Gathered data none None
the result
Finalization of the Finalized report Personal none
final report Expenses

Total Expenses: Php 500.00

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teachers’ self-efficacy in applying teaching and learning strategies and

 classroom management to students with special education needs in Hong

Kong. Teaching and Teacher Education, 66, 360-369.

Ertesvåg, S. K. (2019). Exploring improvement in teachers’ instructional support:

Classifying and analyzing patterns of change in a national initiative on

classroom management. International Journal of Leadership in Education.

Gage, N. A., & MacSuga-Gage, A. S. (2017). Salient classroom management skills:

Finding the most effective skills to increase student engagement and

decrease disruptions. Report on emotional & behavioral disorders in youth,

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Gage, N. A., Scott, T., Hirn, R., & MacSuga-Gage, A. S. (2018). The relationship

between teachers’ implementation of classroom management practices and

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Hamit, O. Z. E. N., & Yildirim, R. (2020). Teacher perspectives on classroom

management. International Journal of Contemporary Educational Research,

7(1), 99-113.

Herman, K. C., Reinke, W. M., Dong, N., & Bradshaw, C. P. (2022). Can effective

classroom behavior management increase student achievement in middle

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Psychology, 114(1), 144.

Hirsch, S. E., Lloyd, J. W., & Kennedy, M. J. (2019). Professional development in

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The Elementary School Journal, 120(1), 61-87.

Murray, D. W., Rabiner, D. L., Kuhn, L., Pan, Y., & Sabet, R. F. (2018). Investigating

teacher and student effects of the Incredible Years Classroom Management

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133.

Närhi, V., Kiiski, T., & Savolainen, H. (2017). Reducing disruptive behaviours and

improving classroom behavioural climate with class‐wide positive behaviour

support in middle schools. British Educational Research Journal, 43(6), 1186-

1205.

Oliver, R. M., Wehby, J. H., & Reschly, D. J. (2011). Teacher classroom

management practices: Effects on disruptive or aggressive student behavior.

Campbell Systematic Reviews, 7(1), 1-55.

Setyaningsih, S., & Suchyadi, Y. (2021). Classroom Management In Improving

School Learning Processes In The Cluster 2 Teacher Working Group In North

Bogor City. JHSS (Journal of Humanities and Social Studies), 5(1), 99-104.