This article provides a situated perspective on the person-centered classroom management practices described in this issue, in order to highlight the special contribution these practices make to sustaining meaningful student engagement in classroom activity. Building on Paul Gump's efforts to conceptualize the classroom environment, the discussion…

School discipline addresses schoolwide, classroom, and individual student needs through broad prevention, targeted intervention, and development of self-discipline. Schools often respond to disruptive students with exclusionary and punitive approaches that have limited value. This article surveys three approaches to improving school discipline…

This document provides administrators and instructional supervisors a framework for thinking about teaching and learning in secondary schools and suggests specific focal points for working with teachers to maintain and improve teaching effectiveness. The first section contains a discussion of instructional time and its meaning for secondary…

This booklet describes a foundation for effective classroom management and focuses on some of the basic processes involved in creating a cooperative atmosphere in the classroom. Four topics are considered: the beginning of the school year, selecting and arranging activities, monitoring and timing activities in the classroom, and stopping…

This article cites various research studies on matching learning and teaching styles and discusses possible problems of this approach. Several aspects of matching learning and teaching styles are offered for consideration: the effect of teaching on learning, classroom management, and how styles affect classrooms. (DF)

This essay explores the importance of the classroom environment on teaching and learning, and suggests a framework for conducting further research in the field. (LH)

This paper describes some practical lessons derived from the Managing Academic Tasks studies conducted at the Research and Development Center for Teacher Education at the University of Texas at Austin. The research included case studies of academic work conducted in 10 junior and senior high school science, mathematics, social studies, and English…

This paper defines a strategic site for research in classroom management, namely, the tension between management and curriculum. Programs of action in classrooms are defined both by the rules for social participation and the demands of academic work. Academic work is directly involved in the process of achieving classroom order, and can be shaped…

A design for analyzing the narrative records obtained in four studies examined the character of classroom activities and how they are managed by teachers. Focus was on controlling classroom behaviors, classroom rules, handling of disruptive or inappropriate behavior, instructional leadership, classroom organization, and student engagement.…

This article contains a summary of major conceptual and empirical advances in the field of classroom management and a guide to literature in the area. Attention is given to ways in which preservice teachers can develop an understanding of this knowledge and learn to apply it in classrooms. (MT)

Educational research has begun to focus more on subject matter, grade level, and student characteristics as factors which influence the effectiveness of teaching practices. Research into classroom contexts has been useful in understanding classroom management and on-task behavior. (JN)

To explore the structure of academic work in classrooms, a case analysis was conducted of the academic tasks accomplished in three English classes taught by the same teacher. The authors conclude that the study contributes to the development of a language with which to describe curriculum dimensions of the teaching process. (MJL)

As part of a larger effort to understand how classrooms are managed, this study used narrative descriptions of class sessions conducted by seven junior high school English teachers to map the way order was achieved under different circumstances. The basic unit for analysis was the classroom activity, characterized by an identifiable focus or a…