A Combination of Teacher-Centered and

Student-Centered Classroom
Management Approaches will Improve
Students Reading Scores.

NERLYNE ST. PIERRE

WILBERTA WILLIAM
EDUCATION 7202T SPRING 2011
 Table of Contents

Abstract
Introduction
Statement of the Problem
Review of Related Literature
Statement of the Hypothesis
Method
Participants
Instrument (s)
Experimental Design
Procedure
Results
Discussion
Implication
References
 Abstract

This action research project investigated the effect of implementing a hybrid of

teacher-centered and student-centered classroom management approaches in
ensuring an academically successfully classroom. The study took place over a
period of six weeks, and focused on the instruction of guided reading in a 1 st
grade classroom at Charter School X located in Brooklyn, N.Y., and Public
School X located in New York, N.Y. The action researchers utilized actionable
techniques, to manage the students behavior, and the students had procedures
to follow during daily 30 minute guided reading lessons. The post test reading
results showed an increase in reading level for each participant. A comparative
study of the findings showed participants in Charter School X saw the most
jumps in reading level than participants in P.S. X. The results indicated that
the intervention was significantly successfully. Establishing procedures and
routines during guided reading instruction in a 1st grade classroom will increase
students reading levels.
 Statement of the Problem

Classroom management is currently the number

one problem for teachers in America.

There is a lack of classroom management being

effectively enforced in elementary schools which
makes daily instruction more challenging for
teachers and learning more challenging for
students.
 Review of Related Literature
Diane Ravitch E.D. Hirsch

I. Pros: Supporters of an Authoritative Teacher-Centered Approach to Classroom Management.

Arguments
Increase Academic achievement
Safe learning environment
Decrease drop out rate
Stop teacher attrition
Theorists/Practitioners: Allen (2010); Clement(2010); Martin, Mayall, Yin (2006); Lewis-Palmer, Merrell, Reinke (2008);
Walker (2009).

II. Cons: Supporters of Progressive Student-Centered Approach to Classroom Management

Arguments
Restricts students ability to self-direct and self-discipline
Fails to create a balance between the wants of the teacher and the efforts of the students
Not culturally responsive
Students have little or no voice
Theorists/Practitioners: Montessori(1912); Dewey (1916); Kilpatrick, (1918); Freiberg & Lamb (2009); Doyle (1916);
Milner & Tenore (2010).

III. Hybrid: Supporters of a combination of Teacher-centered and Student-centered

Arguments
PBS
Teach like a champion - 49 techniques to classroom management
Theorist/Practitioners : Lemov (2010); Trussell (2008).
 Statement of the Hypothesis

HR 1:
The intervention took place over a period of 6 weeks. The
action researchers will plan and deliver a series of guided
reading lessons to a first grade class in two different
settings (Charter School X and Public School X).
Using a hybrid of classroom management procedures and
techniques during 30-45 minute daily guided reading
lessons, for a 6 week period, will increase student reading
level for 1st graders in class X at Charter School X in
Brooklyn and in class X at PS X in Manhattan.
 Method

Class X Class X

Participants Participants
First grade class First grade class
25 students 22 students
12 girls/13 boys 11 girls/11 boys
Age: 6-7 Age: 6-7
 Instrument (s) / Research Design

Principal consent Pre-Experimental design using the

static group comparison design
model.
Teacher consent

Two groups: Two experimental

Pre-test groups (X and X ) are pretested
(O), exposed to a treatment and
post tested (O).
Survey

Symbolic Design:
Post-test OX1O
OX2O

Groups are not randomly assigned.

 Threats to Validity

Internal External

History: lateness was a threat to Ecological:

internal validity.
Generalizable Conditions:
Instrumentation:

Mortality: Specificity of Variables :

Selection-Maturation Interaction:
participants maturity levels was a
threat to internal validity.
 Procedure

December 2010
Consent Distribution for approval

January 2011
X and X Survey Administration
Pre- test Data Collection (Fountas & Pinnell) in class X and X

January 2011 March 2011

Intervention in class X and X

April 2011
Post-test Data Collection (Fountas & Pinnell)
 Bar Graph Results

Bar Graph Statistical Analysis

X Pre- X Post-
Test Test
/Fountas /Fountas
& Pinnell & Pinnell
Mean 163 / F 222 / H
Median 175 / F 200 / G
Mode 175 / F 200/ G

Minimum 50 / B 125 / E
Maximu
m 275 / I 350 / K
Range 225 / H 225 / H
 Bar Graph Results

Bar Graph Statistical Analysis

X Pre- X Post-
Test/Foun Test/Fount
tas & as &
Pinnell Pinnell
Mean 142.05/ E 185.23 / G
Median 150 / E 175 / F
Mode 75 / C 200/ G
Minimu
m 50 / B 75 / C
Maximu
m 275 / I 325 / J
Range 225 / H 175 / F
 Measures of Dispersion

X Post-test Scores X Post-test Scores

175
200 225
175 200
200 225
150 175 200
200
250 150 200
175 200
250 150 200
175 200 225
125
175 275
125 250
275
250
275
100
150
100
300
100
325 75
125
325
125
350
125
325
125
325

88.4 155.2 222 288.8 355.6 44.9 115.6 185.2 255.4 325.6

The bell curve measures the dispersion of post-test
scores for class X1 in Charter School X. The curve
shows that 60% (15/25)of the scores are dispersed
with in 1 standard deviation of the mean. 100% of
the post test scores are dispersed with in 1 to 2
standard deviation from the mean.
The bell curve measures the dispersion of post-test
scores for class X2 in Public School X. The curve
shows that 68% (15/22)of the scores are dispersed
with in 1 standard deviation of the mean. 100% of
the post test scores are also dispersed with in 1 to 2
standard deviation from the mean.
 Scatter Plot Results

Scatter Plot & Analysis

Scatter Plot & Analysis

This scatter plot has a .54 rxy coefficient. There is no

This scatter plot has a .74 rxy coefficient. There is a
correlation. This suggest that students who believe
positive correlation. This suggest that students who
their teacher cares about them a lot do not
enjoy to read will also score well on their reading
necessarily enjoy reading a lot.
assessment.
 Scatter Plot Results

Scatter Plot & Analysis

Scatter Plot & Analysis

This scatter plot has a .78 r xy coefficient. There is

This scatter plot has a .64 rxy coefficient. There is a
strong positive correlation. This suggest that
positive correlation. This suggest that students who
students who believe their teacher cares about them
enjoy to read will also score well on their reading
a lot also enjoys reading a lot.
assessment.
 Discussion

There is a link to teachers classroom management style to student academic

achievement.

The findings in the action research project indicates that when teachers utilize
classroom management techniques that take into consideration the teachers
authority as well as the students emotions, a hybrid, there is an increase in the
academic success of the students.

The results support the research:

- Class X and X had the same intervention using classroom
management style, lesson plans, and assessments.
- Pre-test: Class X and Class X had an average that was similar.
- Post-test: Class X had an overall increase of 59 points in reading levels.
Class X had an overall increase of 43.18 points. Class X did slightly better
than Class X .
 Implication

Although the action research shows that a change in

classroom management techniques improved reading levels
in Class X and X :

- More research needs to be done.

- More participants are needed.

- A longer study needs to be conducted.

The End!