Classroom Management That Works

This text analyzes research from more than 100 studies on classroom management to discover the answers to these questions:

• How does classroom management affect student achievement?
• What techniques do teachers find most effective?
• How important are schoolwide policies and practices in setting the tone for individual classroom management?

With student behavior and effective discipline a growing concern in schools, this comprehensive analysis is a timely guide to the critical role of classroom management in student learning and achievement.

Ceri B. Dean is vice president for field services at Midcontinent Research for Education and Learning (McREL). She is responsible for the development and successful implementation of McREL's professional development, technical assistance, and consultation services. She has served as the director of large-scale projects, including the North Central Comprehensive Center at McREL, a U.S. Department of Educationfunded technical assistance center. She is codeveloper of materials to facilitate delivery of McREL's comprehensive approach to school improvement, Success in Sight, and she has coauthored a number of McREL publications. She is a former high school mathematics teacher and holds a Ph.D. in Curriculum and Instruction from the University of Connecticut at Storrs and an M.S. in Atmospheric Science from Colorado State University. Elizabeth Ross Hubbell is a principal consultant at McREL. She conducts workshops and training for K12 teachers on research-based instructional strategies and technology integration, writes curriculum models for online classes, conducts technology audits for districts, and trains school and district leaders in using Power Walkthrough software. She holds an M.A. in Information and Learning Technologies from the University of ColoradoDenver and a B.S. in Early Childhood/Elementary Education from the University of Georgia. Elizabeth was one of four national finalists in Technology & Learning's Ed Tech Leader of the Year 2003. She is coauthor of Using Technology with Classroom Instruction that Works and The Future of Schooling: Educating America in 2020. Howard Pitler is a senior director at McREL. He conducts workshops and training for K12 teachers on research-based instructional strategies and technology integration, conducts technology audits for districts, and works with school and district leaders in using Power Walkthrough classroom observation software. He holds an Ed.D. in Educational Administration from Wichita State University, an M.A. in Music Performance from Wichita State, and a B.A. in Music Education from Indiana State University. Howard is an Apple Distinguished Educator and a Smithsonian Laureate, and he was a 1997 National Distinguished Principal. He has been published in several journals, and he is coauthor of Using Technology with Classroom Instruction that Works. Bj Stone is a principal consultant at McREL. She facilitates learning sessions with teachers and administratorsin the areas of research-based instructional strategies, vocabulary instruction, curriculum development, andassessment design. Bj was designated as a Teaching Fellow in a large National Science Foundationfunded grant for preservice teachers and has been published in the Journal of Teacher Education. Bj is a former middle and high school science teacher, university instructor, and assistant superintendent. She has a B.S in Biology, a M.S. in Science Education, and an Ed.D. in Educational Leadership and Policy Study from the University of Northern Colorado. About McREL Mid-continent Research for Education and Learning (McREL) is a nationally recognized, nonprofit education research and development organization, headquartered in Denver, Colorado with offices in Honolulu, Hawaii and Omaha, Nebraska. Since 1966, McREL has helped translate research and professional wisdom about what works in education into practical guidance for educators. Our 120-plus staff members and affiliates include respected researchers, experienced consultants, and published writers who provide educators with research-based guidance, consultation, and professional development for improving student outcomes.