ABSTRACT
The focus of this chapter is teachers’ perspectives on classroom management. We begin with a brief overview of a previous chapter from the first Handbook on Classroom Management, which combined both student and teacher perspectives (Woolfolk Hoy & Weinstein, 2006). Woolfolk Hoy and Weinstein begin their chapter with an exploration of the meaning of the terms knowledge, beliefs, and perspectives, stating:
In spite of some conceptual differences …, the majority of respondents perceived knowledge and beliefs as overlapping constructs; many ideas fall in the realm of what is both known and believed. Given that teachers often seem to define knowledge and beliefs as overlapping constructs, and a precedent set by other researchers of teacher cognition, within this review we discuss them as overlapping and somewhat interchangeable constructs. (p. 182)
