Classroom Management: A Critical Part of Educational Psychology, With Implications for Teacher Education

By E. Emmer, Laura M. Stough. 2001

1,033 citations recorded by the source corpus.

Research on classroom management is reviewed, with an emphasis on lines of inquiry originating in educational psychology with implications for teacher education. Preventive, group based approaches to management provide a basis for teachers to plan and organize classroom activities and behaviors. Studies of teacher expertise and affect provide additional perspective on teacher development and on factors that influence management. Cooperative learning activities and inclusion of children with special needs illustrate particular contexts that affect management. Utilization of classroom management content in educational psychology components of teacher preparation is discussed.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/56509cecf9aa60414a0124f377f9b28313f8d17a

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity (2009, methodology): “Teacher–child interactions have value for development through processes related to the organization and management of students’ behavior, time, and attention in the classroom (Emmer & Stough, 2001).”
Social Support and Classroom Management Are Related to Secondary Students’ General School Adjustment: A Multilevel Structural Equation Model Using Student and Teacher Ratings (2018, background): “Classroom management comprises the organizational and group management methods teachers use to establish and maintain order and discipline as well as strategies to handle persistent behavior problems by individual students, such as disruptions, tardiness, or truancy (Emmer & Stough, 2001).”
Classroom organization and teacher stress predict learning motivation in kindergarten children (2010, background): “In classrooms with high-quality classroom organization, teachers use proactive rather than reactive approaches to discipline, establish clear and stable routines, monitor students carefully to keep them involved in academic tasks, and provide activities that are interesting to children (Emmer and St”
Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers (2013, background): “Effi cient classroom management is a robust predictor of instructional quality and student learning progress, and it also appears to be a condition for processes that sustain motivation (Emmer et al. 2003 ; Emmer and Stough 2001 ; Evertson and Weinstein 2006 ; Marzano and Marzano 2003 ).”
How Do Teachers Support Students’ Motivation and Learning in Their Classrooms? (2011, background): “Furthermore, it is “a condition for student learning, by allowing teachers to accomplish other important instructional goals” (Emmer & Stough, 2001, p. 104).”
Kindergarten Classroom Quality, Behavioral Engagement, and Reading Achievement (2009, background): “The present study contributes to a body of work devoted to describing and measuring classroom processes and their consequences for children (Brophy & Good, 1986; Emmer & Stough, 2001; Evertson, Emmer, Sanford, & Clements, 1983).”
Teachers’ self-efficacy in relation to individual students with a variety of social–emotional behaviors: A multilevel investigation (2016, neutral): “Notably, negative personal feelings, cognitions, and efficacy beliefs seem to be particularly echoed in inexperienced teachers’ reports of their students’ behaviors (cf. Emmer & Stough, 2001).”
The Relations of Observed Pre-K Classroom Quality Profiles to Children's Achievement and Social Competence (2009, background): “Critical to navigating these demands is having high levels of classroom organization, or noninstructional procedures that “establish order, engage students, or elicit their cooperation” (Emmer & Stough, 2001, p. 103).”
Teachers’ emotional labour, discrete emotions, and classroom management self-efficacy (2018, background): “…relationship between teachers’ emotions and classroom management self-efficacy (Emmer & Stough, 2001); however, it does not fully support the earlier finding that positive emotions correlated positively with classroom management self-efficacy (e.g. Emmer & Stough, 2001; Frenzel et al., 2009).”
Impacts of the CARE for Teachers Program on Teachers’ Social and Emotional Competence and Classroom Interactions (2017, background): “Negative emotions may impair teachers’ cognitive functioning and well-being, which can have a negative effect on instruction (Emmer & Stough, 2001).”
Early Adjustment, Gender Differences, and Classroom Organizational Climate in First Grade (2009, background): “Entwisle et al. (2007) note that due to gender socialization practices, including differential adult expectations, girls tend to fit more naturally into the student role than do boys.”
Child engagement in the transition to school: Contributions of self-regulation, teacher–child relationships and classroom climate (2015, background): “…misbehavior, monitor the classroom closely to keep children involved in the academic tasks, and establish predictable and consistent routines so that children know the expectations for their behavior (Cameron, Connor, & Morrison, 2005; Emmer & Stough, 2001; La Paro, Pianta, & Stuhlman, 2004).”
Success and Near Misses: Pre-Service Teachers' Use, Confidence and Success in Various Classroom Management Strategies. (2010, background): “Overall, pre-service teachers’ concerns are in the first instance reactive and corrective, similar to Stough, Palmer and Leyva’s (1998, as cited in Emmer & Stough, 2001) study of beginning teachers, and other studies on pre-service teachers (Atici, 2007; Bromfield, 2006).”