Research on classroom management is reviewed, with an emphasis on lines of inquiry originating in educational psychology with implications for teacher education. Preventive, group based approaches to management provide a basis for teachers to plan and organize classroom activities and behaviors. Studies of teacher expertise and affect provide additional perspective on teacher development and on factors that influence management. Cooperative learning activities and inclusion of children with special needs illustrate particular contexts that affect management. Utilization of classroom management content in educational psychology components of teacher preparation is discussed. 2. The creation of positive teacher-student and peer relationships.

A scale for measuring teacher efficacy in classroom management and discipline is presented, along with results from a factor analysis of intercorrelations of items from the scale and items from two other teacher efficacy scales. Data sources included 119 preservice teacher education students and 42 student teachers. Results are presented indicating that classroom management/discipline efficacy is distinct from other types of teacher efficacy, and that the subscales have acceptable internal consistency and test-retest reliability. The data also indicate that efficacy beliefs predict preferences for certain strategies to deal with problems presented in vignettes; however, no relationships were found between self efficacy scores of student teachers and ratings of teaching performance made by university supervisors.

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Based on year-long process and product measures of management effectiveness, two groups of 13 teachers of junior high mathematics and English were identified as being more or less effective in their classroom management practices and outcomes. Observational data collected in these teachers' classrooms during the first 3 weeks of the year were then analyzed in order to study antecedent behaviors, characteristics, and classroom activities of the two groups of teachers. Numerous differences were found on such classroom processes as developing rules and procedures, monitoring student compliance, maintaining a task-oriented focus, communicating information, and organizing instruction. Data indicate that the beginning of the year is a crucial time for establishing effective classroom management and that teachers' planning and decision making need to be done before school starts. The importance of teacher training in this area is pointed out.

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