CLASSROOM MANAGEMENT IN PRIMARY-SCHOOLS - A REVIEW OF THE LITERATURE

A considerable body of classroom management research has attempted to examine teacher and student variables believed to correlate with stude nt academic achievement, However, only some of these variables are alt erable by the school. Knowledge of these alterable variables may assis t schools to make informed decisions about managing primary school cla ssrooms to maximise student achievement. Evidence suggests that studen ts' activity (level of academic engaged time and academic learning tim e) may be causally intermediate between the teacher's implementation o f the curriculum (including a teacher's managerial skills, discipline procedures, and instructional methods) and the student's learning. Thi s paper reviews the literature related to a number of alterable teache r and student variables that impact on a student's academic achievemen t. Existing difficulties of, and future directions for, classroom mana gement research are discussed.