Handbook of Classroom Management

Edward J. Sabornie is Professor in the College of Education in the Department of Teacher Education and Learning Sciences at North Carolina State University, USA.Dorothy L. Espelage is William C. Friday Distinguished Professor of Education in the School of Education at University of North Carolina, USA.

• Part 1: Introduction 1. Introduction to the Third Edition Part 2: Methods of Classroom Management 2. Effective Instruction as the Basis for Classroom Management 3. Prevention Strategies for Classroom Management 4. Restorative Practices in Schools 5. First Step to Success: A Preventive, Early Intervention for Young Students with Disruptive Behavior Problems 6. Current Trends in Positive Behavioral Interventions and Supports: Implications for Classroom Management 7. Supporting Student’s Social, Emotional, and Behavior (SEB) Growth Through Tier 2 and 3 Intervention within a Multi-Tiered System of Supports (MTSS) Framework 8. Adapting Classroom Management for Delivery Across Contexts: A Focus on Urban, Rural, and Online Settings 9. Classroom Management in “No-Excuses” Charter Schools 10. Emerging Issues in School Bullying Research and Prevention Part 3: Context of Classroom Management 11. Teacher Stress and Classroom Management 12. The New Jim Crow in School: Exclusionary Discipline and Structural Racism 13. Why Effective Classroom Management Depends on Teachers’ Abilities to Engage Families 14. Teacher Training and Classroom Management 15. School Administration and Classroom Management 16. The Contribution of School and Classroom Disciplinary Practices to the School-to-Prison Pipeline 17. Rethinking K-12 Disciplinary Policies and Practices in Virtual School Settings: Initial School Responses to the COVID-19 Pandemic 18. Using Multimedia to Support Teacher Candidates’ Knowledge and Use of Evidence-Based Classroom Management Practices 19. International Research on the Foci and Effectiveness of Classroom Management Programs and Strategies Part 4: Social Perspectives of Classroom Management 20. Transformative Social-Emotional Learning and Classroom Management 21. Classroom Management at Different Timescales: An Interpersonal Perspective 22. Teacher Aggression and Classroom Management 23. An Equity-Driven Behavior Management Approach to Close the Discipline Gap Part 5: The Classroom Management and Student Type Interaction 24. Critical Race Theory Insights on Issues of Classroom Management 25. Classroom Management Instruction in Teacher Education: A Culturally Responsive Approach 26. Classroom Management to Support Students with Disabilities: Empowering General and Special Educators 27. Students with Autism and Classroom Management 28. Classroom Management in Early Childhood Education

“The third edition of the Handbook of Classroom Management provides critically important information for teachers, administrators, and educational researchers who are concerned about how to engage students and address behavior concerns in the modern classroom. Multiple chapters by leading researchers update the research base from previous editions while others explore new topics in the field. Preventive strategies as well as behavior interventions are thoroughly described in multiple chapters. Contextual factors and student characteristics impacting management are also extensively considered. Co-editors Sabornie and Espelage provide the single best source available for accessing information about the very diverse field of classroom management.”—Edmund Emmer, Professor (Emeritus) of Educational Psychology at University of Texas at Austin, USA“Handbook of Classroom Management, Third Edition, is a welcome addition to the literature and sure to serve the needs of scholars, practitioners, and decision-makers. The array of chapters, expert authors, and topics is stunning in coverage of the critical scientific and applied matters in contemporary education. The contents reveal a profound shift in thinking and approach toward prevention, positive approaches to fostering student adjustment and success, and sensitivity to the unique role that contexts—classroom, school, peers, family, neighborhood—play in constructing educational settings that align to the range of students’ perspectives and needs. I imagine this edition will be a landmark in how the field studies, understands, and acts to promote the behavioral, social, and academic success of all students.”—Robert C. Pianta, Batten Bicentennial Professor in the School of Education and Human Development at University of Virginia, USA