ABSTRACT
In their introductory chapter, Carolyn Evertson and Carol Weinstein argue that adopting a comprehensive definition of classroommanagement puts the focus on a broad range of research, including academic areas not normally associated primarily with classroom management. This author agreeswith such a comprehensive definition and supports the synthesis of thewide range of sources represented in this handbook. However, to review developments within the United Kingdom from such a standpoint would require examination of a huge and diverse amount of research and would require either a substantial handbook of its own or a very cursory and unsatisfactory attempt at comprehensiveness. Consequently, this chapter will pay greater attention to developments in the management of unsettled and challenging behavior of pupils in classrooms, while also taking the opportunity to examine in more detail certain selected and related studies carried out by the author.
