Classroom management: A critical part of educational psychology, with implications for teacher education Academic Article

abstract

• 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.

authors

• Stough, Laura

published proceedings

• EDUCATIONAL PSYCHOLOGIST

altmetric score

• 18.6

author list (cited authors)

• Emmer, E. T., & Stough, L. M.

citation count

• 504

complete list of authors

• Emmer, ET||Stough, LM

publication date

• June 2001

publisher

• Taylor & Francis  Publisher

keywords

• 39 Education
• 3901 Curriculum And Pedagogy
• 3903 Education Systems
• 3904 Specialist Studies In Education
• 4 Quality Education
• 52 Psychology
• 5201 Applied And Developmental Psychology
• Pediatric
• Prevention

Digital Object Identifier (DOI)

• 10.1207/S15326985EP3602_5

URI

• https://hdl.handle.net/1969.1/153169

start page

• 103

end page

• 112

volume

• 36

issue

• 2

URL

• http%3A%2F%2Fdx.doi.org%2F10.1207%2Fs15326985ep3602_5

user-defined tag

• 4 Quality Education