ABSTRACT
Seven decades of research have documented the central importance of classroom management in providing quality instruction (see Brophy, 2006; Brophy & Evertson, 1978; Emmer, Evertson, & Anderson, 1980; Fuller, 1969; Gilberts & Lignugaris-Kraft, 1997; Kounin & Gump, 1958). Teacher educators (e.g., Doyle & Carter, 1996; Emmer & Stough, 2001; Evertson & Weinstein, 2006) have repeatedly argued that classroom management is a critical pedagogical skill that teachers must master in order to maximize classroom instruction. Studies have also demonstrated that when teachers are effective classroom managers, their students achieve at a higher level (Freiberg, Stein, & Huang, 1995; Omoteso & Semudara, 2011; Stronge, Ward, & Grant, 2011; Stronge, Ward, Tucker, & Hindman, 2008) and display more interest in the subject matter of the class (Kunter, Baumert, & Köller, 2007). Plainly, teachers must learn to competently manage instruction and behavior if they are to become effective instructors.
