Structure and Content of the Handbook of Classroom Management (2nd ed.)

• In Event: Recent Research on Classroom Management: Toward a New Edition of the Handbook of Classroom Management

Abstract

The second edition of the Handbook will include both updated and new chapters. In contrast to the original edition, which had 42 chapters and well over a thousand pages, the 2nd edition will have 28 chapters and half the length. Decisions about chapter topics to retain were based on several factors. We examined a large number of journals publishing research relevant to the field of classroom management. In general, chapter topics that were repeated in the 2nd edition were those that had a significant presence in the literature during the approximately 8 years subsequent to the publication of the original Handbook. We also considered whether a chapter topic overlapped with other chapters. The chapters were organized into 5 sections with chapter topics listed below (topics new to the 2nd edition are underlined).
1). Research Methods. Two chapter topics, both new, were included: Single Subject Research and SEM/Multilevel Modeling. Chapter topics on methodology or those that focused on historical reviews from the first edition weren’t carried over because of limited space and because the earlier treatment was deemed sufficient.
2). Different Standpoints on the field: Self-Regulation and Monitoring, Communication and Interpersonal Skills, Culturally Responsive Classroom Management, Teacher Stress and Emotion, Schoolwide Policies and Equity, and Teacher Education.
3). Specific Contexts: Special Education Settings, Early Childhood Classrooms, Inclusive Settings, Urban Classrooms, Groupwork Settings, Music Education, and Physical Education Settings.
4). Programs and Strategies: Preventive Approaches, Schoolwide Positive Behavior Support, Tier 2 and Tier 3 Interventions, Computer Technology, Bullying Prevention and Intervention.
5). Individual and Social Perspectives: Social Emotional Learning, Teacher Perspectives, Student Perspectives, Motivation and Rewards, Parent and Home Involvement, and Teacher-Student Relationships.

New chapter topics were added in order to represent significant areas of research not included in the original Handbook (e.g., physical education, music education, interpersonal and communication skills) or to allow expanded coverage of topics that have received increasing attention in the research literature (e.g., Tier 2 and 3 interventions). A few topics that were present in multiple chapters of the first edition were given separate chapters (e.g. teacher perspectives, student perspectives, prevention). Methodological chapters describing single subject designs and multivariate modeling approaches were added to give readers some information about methods that are used in rather different contexts but which will be encountered when reading broadly on topics with relevance for classroom management.
We will summarize directions that the field of classroom management research has taken since the previous edition, and suggest how research on classroom management is developing, noting the increasing amount of research in specific contexts especially special education. Also, the growing importance of the Tier 1, 2, and 3 conceptualization of prevention and intervention will be discussed. Because this presentation will be followed by 4 papers that discuss classroom management research on specific topics, we will focus on giving trends and perspectives from other chapters in the 2nd edition.

Authors

• Edmund T. Emmer, The University of Texas - Austin

• Edward J. Sabornie, North Carolina State University