Classroom Management and Classroom Discourse

This chapter provides a brief historical review of classroom discourse research in the U.S., identifies differences in the assumptions and methodology of classroom discourse research compared to classroom management research, and examines the relationship between the five imperatives of classroom management (Evertson & Weinstein, this Handbook) and the four perspectives on learning that are highlighted in the various approaches to classroom discourse studies. In addition two research programs are described, and sample studies discussed, to illustrate the interrelationships among the various imperatives and perspectives. The chapter concludes with a summary of recommendations for classroom management practice derived from classroom discourse studies, and a set of implications for future classroom research on both classroom management and classroom discourse.