ABSTRACT
The history of classroom management in England has usually been overshadowed by an emphasis on wider administrative and policy issues. At the same time, the research literature on “classroom management” tends to favor a somewhat technical approach and is often dependent on psychological modes of analysis that eschew more profound social, political, and theoretical considerations. This chapter will highlight particular theoretical and historical issues that relate to classroom management to help redress this relative neglect and to indicate the scope for further research in this field.
