Do as I Say
What Teachers’ Language Reveals About Classroom Management Practices
Datos Bibliográficos
| ID | 9730682 |
|---|---|
| Autores | Mei Tan (0009-0007-3871-899X, Stanford University, Stanford, CA, autor de correspondencia), Dorottya Demszky (0000-0002-6759-9367, Stanford University, Stanford, CA) |
| Año | 2026 |
| Fecha de publicación | 2026-01-20 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Educational Researcher (JOURNAL) |
| Identificadores de la revista | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Editorial | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x251410178 |
| OpenAlex | W7125230577 |
| Idioma | EN |
| Referencias citadas | 50 |
Classroom management critically affects students’ academic and behavioral outcomes, yet we lack quantitative methods for observing these practices at scale. This study develops and validates language-based measures of classroom management—such as responding to student behavior and issuing verbal or material sanctions—using natural language processing on 1,652 elementary mathematics classroom transcripts. On average, classroom management language comprises 24% of teacher talk, and behavior management comprises 7%, with wide variation across teachers. Novice teachers use more reprimands, and command frequency increases with experience. Classrooms with more Black students experience more language reflecting exclusionary discipline. These measures offer a new lens for studying and supporting classroom management as it unfolds in real time
Behavior management · Classroom management · Language acquisition · Natural (archaeology · Time management · Variation (astronomy · Behavioral and Psychological Studies · Education Discipline and Inequality · Teacher Education and Leadership Studies
Brief intervention to encourage empathic discipline cuts suspension rates in half among adolescents
A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students’ Academic, Behavioral, Emotional, and Motivational Outcomes
Evidence-based Practices in Classroom Management
Classroom Management Self-Efficacy and Burnout
The Magnitude, Destinations, and Determinants of Mathematics and Science Teacher Turnover
Race Is Not Neutral
Automated feedback improves teachers’ questioning quality in brick-and-mortar classrooms
Applying natural language processing to automatically assess student conceptual understanding from textual responses
Promoting rich discussions in mathematics classrooms
Success and near misses
But Good Intentions are Not Enough
Classroom Management Actions of Beginning Urban Teachers
Automatically Measuring Question Authenticity in Real-World Classrooms
Taking Note of Our Biases
Relationships Between Instructional Quality and Classroom Management for Beginning Urban Teachers
The Achievement Gap and the Discipline Gap
How Can We Improve School Discipline
Interpreting Effect Sizes of Education Interventions
The Responsive Classroom Approach
Why Reform Sometimes Succeeds
Classroom Effects on Children’s Achievement Trajectories in Elementary School
Natural Language Analysis and the Psychology of Verbal Behavior
Authoritative Classroom Management
Brokers and Boundary Managers
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |