ABSTRACT
Development of responsible behaviour As explained in Chapter 1, since the 1980s there has been great interest in how schools can facilitate the development of responsible behaviour in pupils, and of all the school-related factors influencing pupil responsibility, classroom management is among the most potent (Ingersoll, 1996; Lewis, 1997b, 2001). Observational studies of classrooms (e.g. Gottfredson et al., 1989; Kounin, 1970) and surveys of teachers, pupils and parents (e.g. Hyman and Snook, 2000; Lewis, 2001, 2006; Lewis et al., 2005, 2007) have been used to identify the most effective strategies for teachers in achieving responsible pupil behaviour.
