Overview

The Handbook of Classroom Management, Third Edition, is an authoritative treatment of the latest science and development in the study of classroom management in schools. Evidence-based classroom management practices and programs are essential to enhancing students’ academic, behavioral, social-emotional, and motivational outcomes across grade levels. This comprehensive volume collects scholarship and cutting-edge research for graduate students and faculty of psychology, teacher education, curriculum and instruction, special education, and beyond. The book has been thoroughly revised and expanded with updated coverage of foundational topics such as effective instruction, preventative strategies, positive behavior intervention and supports, family–school relationships, legal issues, and other related topics, while also giving new attention to social justice, students on the autism spectrum, and adaptations across urban, rural, and virtual contexts.

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9781032224367

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Reviews

“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

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

Author Information

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.

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