title: A Meta-Analysis of interventions to reduce disruptive behaviour in classroom settings

authors: Frame, Belinda

subjects: classroom management

abstract: I conducted a meta-analysis of 48 single-case and small-group experimental design studies from 1997 to 2024 that investigated interventions to reduce disruptive behaviour in classroom settings. I extracted data from graphs displaying behavioural data resulting from interventions to reduce disruptive behaviour and then I calculated Tau-U effect sizes. A total of 180 effect sizes from the 48 studies produced a total mean effect size of -0.82 indicating that 82% of students experienced a reduction in their disruptive behaviour. Interventions designed for individual students produced a very large mean effect size (ES = -0.85, SD = 0.31) compared to class-wide strategies (ES = -0.76, SD = 0.30). The most prevalent intervention was group contingencies included in 13 studies. The most utilised intervention within this group was the Good Behaviour Game. All interventions provided in the studies included in this meta-analysis resulted in a reduction in disruptive behaviour, however not all interventions had a strong representation across the studies and therefore have limitations. A small number of experiments trialling an intervention may produce a large effect size, however, due to the need for replication to evoke confidence in the efficacy of an intervention, these results are tentative at best. There is also a strong theme for more training for teachers in classroom management skills as many teachers are reporting that they are not equipped for managing disruptive behaviour in the classroom.

text: A Meta-Analysis of interventions to reduce disruptive behaviour in classroom settings I conducted a meta-analysis of 48 single-case and small-group experimental design studies from 1997 to 2024 that investigated interventions to reduce disruptive behaviour in classroom settings. I extracted data from graphs displaying behavioural data resulting from interventions to reduce disruptive behaviour and then I calculated Tau-U effect sizes. A total of 180 effect sizes from the 48 studies produced a total mean effect size of -0.82 indicating that 82% of students experienced a reduction in their disruptive behaviour. Interventions designed for individual students produced a very large mean effect size (ES = -0.85, SD = 0.31) compared to class-wide strategies (ES = -0.76, SD = 0.30). The most prevalent intervention was group contingencies included in 13 studies. The most utilised intervention within this group was the Good Behaviour Game. All interventions provided in the studies included in this meta-analysis resulted in a reduction in disruptive behaviour, however not all interventions had a strong representation across the studies and therefore have limitations. A small number of experiments trialling an intervention may produce a large effect size, however, due to the need for replication to evoke confidence in the efficacy of an intervention, these results are tentative at best. There is also a strong theme for more training for teachers in classroom management skills as many teachers are reporting that they are not equipped for managing disruptive behaviour in the classroom.

year: 2025

title: Primitivist theories of truth: Their history and prospects

authors: Wyatt, Jeremy

abstract: Primitivists about truth maintain that truth cannot be analysed in more fundamental terms. Defences of primitivism date back to the early years of analytic philosophy, being offered by G.E. Moore, Bertrand Russell, and Gottlob Frege. In more recent years, a number of contemporary philosophers—including Donald Davidson, Ernest Sosa, Trenton Merricks, Douglas Patterson, and Jamin Asay—have followed suit, defending their own versions of primitivism. I'll begin by offering a brief history of primitivism, situating each of these views within the landscape of primitivist truth theories and detailing some of their core motivations and apparent shortcomings. To close the discussion, I'll offer a diagnosis of the prospects of primitivism, focusing on the mystery challenge, which has loomed large throughout the history of primitivist truth theories, and the methodology that should be used in evaluating primitivist (and other) truth theories going forward.

text: Primitivist theories of truth: Their history and prospects Primitivists about truth maintain that truth cannot be analysed in more fundamental terms. Defences of primitivism date back to the early years of analytic philosophy, being offered by G.E. Moore, Bertrand Russell, and Gottlob Frege. In more recent years, a number of contemporary philosophers—including Donald Davidson, Ernest Sosa, Trenton Merricks, Douglas Patterson, and Jamin Asay—have followed suit, defending their own versions of primitivism. I'll begin by offering a brief history of primitivism, situating each of these views within the landscape of primitivist truth theories and detailing some of their core motivations and apparent shortcomings. To close the discussion, I'll offer a diagnosis of the prospects of primitivism, focusing on the mystery challenge, which has loomed large throughout the history of primitivist truth theories, and the methodology that should be used in evaluating primitivist (and other) truth theories going forward.

year: 2022

title: Viewing the world through a wider lens: Māori and council planning documents

authors: Kennedy, Nathan

subjects: New Zealand

abstract: My effort to convey an iwi perspective on environmental resource management - what we call kaitiakitanga – should highlight for new planners about to enter the profession that the environmental perspectives of hapū  and iwi (which are provided for in the RMA), are currently not well covered in either mainstream local government planning or education.

text: Viewing the world through a wider lens: Māori and council planning documents My effort to convey an iwi perspective on environmental resource management - what we call kaitiakitanga – should highlight for new planners about to enter the profession that the environmental perspectives of hapū  and iwi (which are provided for in the RMA), are currently not well covered in either mainstream local government planning or education.

year: 2008-07-30