Hope SowellFollow




School of Education


Doctor of Education (EdD)


Constance Pearson


BIMS, classroom, management


Curriculum and Instruction | Educational Leadership | Educational Methods | Elementary and Middle and Secondary Education Administration


The purpose of this causal comparative study was to test the theoretical Classroom Management Teacher Behavior Continuum of Wolfgang and Glickman (1980) that suggests that interventionist, noninterventionist, and interactionalist classrooms may differ in student outcomes. This study explored whether student outcomes in statewide standardized tests reading, English language arts, and math differ by interventionist, noninterventionist, or interactionalist teacher instruction management (IM) and behavior management (BM) styles. Survey data from eighty-three 3rd, 4th, and 5th grade teachers regarding instructional and behavioral classroom management beliefs were contrasted in the percentage students passing standardized tests of reading, ELA, and math using MANOVA at a threshold of p < .05. Student performance did not significantly differ by IM style, while interactionalist BM classrooms had a significantly higher percentage of student passing statewide tests of math, reading, and ELA than interventionist classrooms. This line of investigation is important towards fostering best practices for teachers and optimal outcomes for elementary school students.