ABSTRACT
The first edition of the Handbook of Classroom Management (Evertson & Weinstein, 2006) organized the field by identifying its core areas and subfields. At the core of the field are the management strategies used by teachers to maintain order, promote student engagement, and respond to problems. Different teaching contexts and instructional formats (e.g., elementary grade settings, specific content areas, group formats) give rise to variation in teacher and student behavior, creating subfields that add depth and complexity to our understanding of classroom management (CM). Management programs respond to this variation and are influenced by values, goals, and social factors, creating more subareas that contribute to our overall picture of the field. The first edition also identified many of the methodologies for studying classrooms. These methodologies reflect different paradigms that have shaped our understanding of classroom management. How teachers acquire managerial skills and knowledge is another subfield that relies on findings from the primary field; the field, in turn, is informed by work in policy studies and equity. The first edition addressed these core areas and subfields in 42 chapters and over 1200 pages. Such a large handbook was needed for several reasons. One was to adequately review a large body of research and theory that had accumulated over a long period; another was the pluralistic and complex nature of the field. Finally, it was important to represent broadly the persons and topics that had helped shape the discipline.
