The field of classroom management is not a neatly organized line of inquiry, but rather consists of many disparate topics and orientations that draw from multiple disciplines. Given the complex nature of the field, this comprehensive second edition of the Handbook of Classroom Management is an invaluable resource for those interested in understanding it. This volume provides up-to-date summaries of research on the essential topics from the first edition, as well as fresh perspectives and chapters on new topics. It is the perfect tool for both graduate students and practitioners interested in a field that is fascinating but not immediately accessible without the proper guidance.
Table of Contents
I. Preface. 1. Introduction to the Second Edition. II. Programs and Strategies. 2. Preventive and Classroom Based Strategies. 3. School-wide Positive Behavior Support: Building Systems to Prevent Problem Behavior and Develop and Maintain Appropriate Social Behavior. 4. Supporting General Classroom Management: Tier 2/3 Practices and Systems. 5. Emerging Issues in School Bullying Research and Prevention. 6. From Compliance to Responsibility: Social-Emotional Learning and Classroom Management. 7. Reconsidering Exclusionary Discipline: The Efficacy and Equity of Out-of-School Suspension and Expulsion. II. Contexts for Classroom Management. 8. Early Childhood Education Classroom Management. 9. Research on Classroom Management in Urban Classrooms. 10. Classroom and Behavior Management Research in Special Education Environments. 11. Classroom Management for Inclusive Settings. 12. Classroom Management in Music Education. 13. Classroom Management in Physical Education. 14. Small Group Work: Developments in Research. III. Social and Psychological Perspectives. 15. Teacher Perspectives on Classroom Management: Rules, Ethics, and “Crime Control”. 16. Teacher Stress, Emotion, and Classroom Management. 17. Teacher Support and Students’ Self-Regulated Learning: Co-Regulation and Classroom Management. 18. Student Perceptions of Misbehavior and Classroom Management. 19. Teacher-Student Relationships and Classroom Management. 20. Communication and Interpersonal Skills in Classroom Management: How to Provide Educational Experiences Students Need and Deserve. IV. Influential Forces and Factors. 21. Culturally Responsive Classroom Management. 22. Classroom Management and the Law. 23. How Teachers Learn to Be Classroom Managers. 24. Parental Engagement and Classroom Management: Unlocking the Potential of Family-School Interactions and Relationships. 25. Classroom Management and Technology. 26. Rewards. VI. Research Methodology. 27. Statistical Modeling Methods for Classroom Management Research. 28. Single-Case Experimental Designs: Contributions to Classroom Management Research.
Edmund T. Emmer is Professor of Educational Psychology, Department of Educational Psychology, The University of Texas at Austin, USA.
Edward J. Sabornie is Professor of Special Education, Department of Curriculum, Instruction, and Counselor Education, North Carolina State University, USA.