A field experiment was conducted to determine whether descriptive-correlational results from classroom management research could be implemented by junior high school teachers, and whether such implementation would result in improved classroom management. An experimental group (18 teachers) received management manuals developed by researchers, and attended research-based workshops on class management, while a control group did not. In addition to observation-based data, information on performance was obtained from teachers' responses to a questionnaire assessing their reactions to each section of the manual, and interviews with teachers. Results are presented by management area: (1) room arrangement; (2) rules and procedures; (3) procedures for student accountability; (4) consequence systems; (5) first week activities; (6) maintaining skills, monitoring, and discipline; (7) instructional clarity; (8) organizing instruction; and (9) adjusting instruction for special groups. Comparisons of the two groups by management areas indicated that some recommendations were used more than others, with certain areas not showing evidence of implementation. Results indicated greater use by experimental teachers of recommended management behaviors and activities along with improved student classroom behavior during the first 2 months of the school year. However, observations made during the middle of the year did not detect significant differences between the groups. (Author/JD)