Active supervision—defined as circulating, scanning, interacting with students, and reinforcing demonstrations of expected academic and social behaviors by a teacher or other staff member—is often considered a component of safe and secure schools. Yet, the evidence base supporting the effectiveness of active supervision has not been synthesized or evaluated for its quality. Therefore, we conducted an evidence-based review and meta-analysis of empirical research evaluating the effects of active supervision in schools. We identified 12 research studies evaluating active supervision, assessed the quality of each study, and calculated effect sizes for student behaviors, including disruptive behavior. Results from the four studies meeting data requirements for estimating standardized mean difference effect sizes suggest that, on average, active supervision reduced problem behavior by almost 2.0 standard deviation units. Only four studies met the What Works Clearinghouse (WWC) design standards and the results of those were mixed, thus not meeting the WWC evidence-based criteria. Limitations and recommendations for future research are discussed.

中文翻译：

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主动监督的循证审查与荟萃分析

主动监督（定义为散布，扫描，与学生互动以及加强老师或其他工作人员对预期的学术和社会行为的示范）通常被认为是安全学校的组成部分。然而，支持主动监督有效性的证据基础尚未得到综合或评估。因此，我们对基于实证研究的实证研究进行了回顾和荟萃分析，评估了学校积极监督的效果。我们确定了12项评估主动监督的研究，评估了每项研究的质量，并计算了学生行为（包括破坏性行为）的影响大小。符合数据需求的四项研究结果均得出标准均方差效应大小的估计值，表明平均而言，主动监督将问题行为减少了近2.0个标准偏差单位。只有四项研究符合What Works Clearinghouse（WWC）的设计标准，并且这些结果混杂在一起，因此不符合WWC的循证标准。讨论了未来研究的局限性和建议。