Recent Research on Classroom Management

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Abstract
Few problems associated with teaching receive more attention than classroom management and discipline. In particular, many critics of teacher education claim that the preservice curriculum does not adequately stress the requisite concepts and skills needed for helping prospective teachers prevent and deal with the discipline problems evidenced in classrooms. In this article, Doyle synthesizes the research on classroom management and suggests possible directions for revising preparation experiences to accommodate an emerging knowledge base.
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