Concerns and Practices in Classroom Management
In Chapters 1–4, we have created a picture of classrooms, emphasising their formal and institutional characteristics and their social and cultural nature. Classrooms are, as we have seen, complex and multi-dimensional, open to many external influences as well as having a ‘life’ of their own, in real time. Classroom management is thus concerned with managing both internal and external events and influences. The characteristics and nature of classrooms suggest that there are fundamental concerns in classroom management, of establishing and maintaining order, of generating learning opportunities and how people feel and interact there. These concerns underlie an array of classroom management practices.
KeywordsExpense Posit Straw Tempo Meso
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- Allwright (1996) discusses the interaction between social and pedagogic goals in classroom activity.Google Scholar
- Bowers and Flinders (1990) articulate the argument against ‘technicist’ views of classroom management with great force.Google Scholar
- Briggs and Moore (1993) Chapters 16 and 17 are a readable practical analyses of classroom management issues from an Australasian perspective.Google Scholar
- Doyle (1986) and Jones (1996) review research on classroom management conducted mainly in the United States.Google Scholar
- Holliday (1994) provides rich ethnographic descriptions of classroom management practices from Middle Eastern contexts.Google Scholar
- Jones and Jones (1991) provides a comprehensive overview to all aspects of classroom management.Google Scholar
- Legutke and Thomas (1991) discuss ‘process competence ’ for teachers and students.Google Scholar
- McLaughlin (1991, 1994) articulates the arguments for a concern with care.Google Scholar
- Whitaker (1995) is an accessible view of management theory applied to educational contexts.Google Scholar
- Wragg (1993) contains a useful overview of ‘families’ of classroom management.Google Scholar