Primary School Pedagogical Skills

Efficacy of Behavioral Classroom Programs in Primary School. A Meta-Analysis Focusing on Randomized Controlled Trials

Betty Veenman, Marjolein Luman, Jaap Oosterlaan

Meta-analysis of 19 randomized trials of classroom behavior programs for primary students. Shows small to moderate improvements in disruptive behavior and on‑task behavior. Supports using structured behavior management (clear rules, praise, token systems) to improve learning conditions.

A Randomized Controlled Trial of the Impact of a Teacher Classroom Management Program on the Classroom Behavior of Children With and Without Behavior Problems

Judy Hutchings, Pam Martin-Forbes, David Daley, Margiad E. Williams

Randomized trial of the Incredible Years Teacher Classroom Management program with 3–7-year-olds. Training improved teacher use of praise and reduced negative strategies, leading to better child behavior. Suggests that targeted PD in proactive, positive management benefits whole-class climate.

The Effect of Social–Emotional Learning Programs on Elementary and Middle School Students’ Academic Achievement: A Meta-Analytic Review

Yuyang Zhao, Biao Sang

Meta-analysis of 22 studies (mostly elementary). SEL programs produced small but meaningful gains in overall grades, reading, math, and science. Shows that integrating SEL into daily teaching can support academic success, especially when programs are well designed and consistently implemented.

Teacher Student Relationship Quality Type in Elementary Grades: Effects on Trajectories for Achievement and Engagement

Jiun-yu Wu, Jan N Hughes, Oi-man Kwok

Three-year longitudinal study of at-risk grade 2–3 students. Children’s reports of teacher conflict predicted lower engagement and later reading and math; warmth supported engagement. Shows how caring, low‑conflict relationships help keep struggling students engaged and learning.

Effects of Formative Assessment on Intrinsic Motivation in Primary School Mathematics Instruction

Larissa Aust, Birgit Schütze, Jan Hochweber, Elmar Souvignier

Quantitative study with 27 teachers and 613 primary students. Formative assessment with competence-supportive feedback increased students’ intrinsic motivation in math. Suggests using regular low‑stakes checks and supportive feedback to strengthen students’ confidence and enjoyment.