Contents: Part I: Introduction. C.M. Evertson, C.S.
Weinstein, Classroom Management as a Field of Inquiry. J.
Brophy, History of Research on Classroom Management. Part
II: J. Brophy, Alternative Paradigms for the Study of
Classroom Management. T.J. Landrum, J.M. Kauffman,
Behavioral Approaches to Classroom Management. M. Gettinger,
K.M. Kohler, Process-Outcome Approaches to Classroom Management
and Effective Teaching. W. Doyle, Ecological Approaches to
Classroom Management. G. Morine-Dershimer, Classroom
Management and Classroom Discourse. E. Brantlinger, S.
Danforth, Critical Theory Perspective on Social Class, Race,
Gender, and Classroom Management. A.W. Hoy, C.S. Weinstein,
Student and Teacher Perspectives on Classroom Management. Part
III: M. McCaslin, Recent and Emergent Perspectives on
Classroom Management. M. McCaslin, A.R. Bozack, L. Napoleon,
A. Thomas, V. Vasquez, V. Wayman, J. Zhang, Self-Regulated
Learning and Classroom Management: Theory, Research, and
Considerations for Classroom Practice. M. Watson, V.
Battistich, Building and Sustaining Caring Communities. D.T.
Hickey, N.J. Schafer, Design-Based, Participation-Centered
Approaches to Classroom Management. M.J. Elias, Y. Schwab,
From Compliance to Responsibility: Social and Emotional Learning
and Classroom Management. G. Gay, Connections Between
Classroom Management and Culturally Responsive Teaching. Part
IV: A.W. Hoy, Classroom Management in Specific Contexts.
K. Carter, W. Doyle, Classroom Management in Early Childhood
and Elementary Classrooms. E.T. Emmer, M.C. Gerwels,
Classroom Management in Middle and High School Classrooms. K.
Lane, K. Falk, J. Wehby, Classroom Management in Special
Education Classrooms and Resource Rooms. L.C. Soodak, M.R.
McCarthy, Classroom Management in Inclusive Settings. H.R.
Milner, Classroom Management in Urban Classrooms. Part V:
J.M. Cooper, Managing the Instructional Formats of
Contemporary Classrooms. R.A. Lotan, Managing Groupwork
in the Heterogeneous Classroom. C.M. Bolick, J.M. Cooper,
Classroom Management and Technology. L.M. Morrow, D.R. Reutzel,
H. Casey, Organization and Management of Language Arts
Teaching: Classroom Environments, Grouping Practices, and Exemplary
Instruction. J.R. Mergendoller, T. Markham, J. Ravitz, J.
Larmer, Pervasive Management of Project-Based Learning:
Teachers as Guides and Facilitators. Part VI: T.L. Good,
Research and Theory With Implications for Classroom
Management. K.R. Wentzel, A Social Motivation
Perspective for Classroom Management. J. Reeve, Extrinsic
Rewards and Inner Motivation. J.M.T. Walker, K.V.
Hoover-Dempsey, Why Research on Parental Involvement Is
Important to Classroom Management. R.C. Pianta, Classroom
Management and Relationships Between Children and Teachers:
Implications for Research and Practice. L. Nucci, Classroom
Management for Moral and Social Development. Part VII: E.T.
Emmer, Programs for Classroom Management and Discipline.
H.J. Freiberg, J.M. Lapointe, Research-Based Programs for
Preventing and Solving Discipline Problems. S.L. Robinson, S.M.
R. Griesemer, Helping Individual Students With Problem
Behavior. D. Johnson, R. Johnson, Conflict Resolution, Peer
Mediation, and Peacemaking. T.J. Lewis, L.L. Newcomer, R.
Trussell, M. Richter, Schoolwide Positive Behavior Support:
Building Systems to Develop and Maintain Appropriate Social
Behavior. I. Hyman, B. Kay, A. Tabori, M. Weber, M. Mahon, I.
Cohen, Bullying: Theory, Research, and Interventions. Part
VIII: C.M. Evertson, Teaching and Learning About Classroom
Management. V. Jones, How Do Teachers Learn to Be
Effective Classroom Managers? L. Stough, The Place of
Classroom Management and Standards in Teacher Education. I.A.
Friedman, Classroom Management and Teacher Stress and Burnout.
K. Fries, M. Cochran-Smith, Teacher Research and Classroom
Management: What Questions Do Teachers Ask? B. Larrivee, The
Convergence of Reflective Practice and Effective Classroom
Management. Part IX: I. Hyman, Policy, Law, Ethics, and
Equity. D. Schimmel, Classroom Management, Discipline,
and the Law: Clarifying Confusions About Students' Rights and
Teachers' Authority. P. Fenning, H. Bohanon, Schoolwide
Discipline Policies: An Analysis of the Discipline Codes of
Conduct. C. Fallona, V. Richardson, Classroom Management as
a Moral Activity. R.J. Skiba, M.K. Rausch, Zero Tolerance,
Suspension, and Expulsion: Questions of Equity and Effectiveness.
Part X: T. Wubbels, International Perspectives on
Classroom Management. A. Miller, Contexts and
Attributions for Difficult Behavior in English Classrooms. M.
Ben-Peretz, B. Eilam, E. Yankelevich, Classroom Management in
Multicultural Classes in an Immigrant Country: The Case of Israel.
K. Granstroem, Group Phenomena and Classroom Management in
Sweden. T. Wubbels, M. Brekelmans, P. den Brok, J. van
Tartwijk, An Interpersonal Perspective on Classroom Management
in Secondary Classrooms in the Netherlands. R. Lewis,
Classroom Discipline in Australia. K. Nishioka, Classroom
Management in Postwar Japan: The Life Guidance Approach.