I. Preface. 1. Introduction to the Second Edition. II. Programs and
Strategies. 2. Preventive and Classroom Based Strategies. 3.
School-wide Positive Behavior Support: Building Systems to Prevent
Problem Behavior and Develop and Maintain Appropriate Social
Behavior. 4. Supporting General Classroom Management: Tier 2/3
Practices and Systems. 5. Emerging Issues in School Bullying
Research and Prevention. 6. From Compliance to Responsibility:
Social-Emotional Learning and Classroom Management. 7.
Reconsidering Exclusionary Discipline: The Efficacy and Equity of
Out-of-School Suspension and Expulsion. II. Contexts for Classroom
Management. 8. Early Childhood Education Classroom Management. 9.
Research on Classroom Management in Urban Classrooms. 10. Classroom
and Behavior Management Research in Special Education Environments.
11. Classroom Management for Inclusive Settings. 12. Classroom
Management in Music Education. 13. Classroom Management in Physical
Education. 14. Small Group Work: Developments in Research. III.
Social and Psychological Perspectives. 15. Teacher Perspectives on
Classroom Management: Rules, Ethics, and "Crime Control". 16.
Teacher Stress, Emotion, and Classroom Management. 17. Teacher
Support and Students' Self-Regulated Learning: Co-Regulation and
Classroom Management. 18. Student Perceptions of Misbehavior and
Classroom Management. 19. Teacher-Student Relationships and
Classroom Management. 20. Communication and Interpersonal Skills in
Classroom Management: How to Provide Educational Experiences
Students Need and Deserve. IV. Influential Forces and Factors. 21.
Culturally Responsive Classroom Management. 22. Classroom
Management and the Law. 23. How Teachers Learn to Be Classroom
Managers. 24. Parental Engagement and Classroom Management:
Unlocking the Potential of Family-School Interactions and
Relationships. 25. Classroom Management and Technology. 26.
Rewards. VI. Research Methodology. 27. Statistical Modeling Methods
for Classroom Management Research. 28. Single-Case Experimental
Designs: Contributions to Classroom Management Research.
Edmund T. Emmer is Professor of Educational Psychology, Department of Educational Psychology, The University of Texas at Austin, USA. Edward J. Sabornie is Professor of Special Education, Department of Curriculum, Instruction, and Counselor Education, North Carolina State University, USA.