This article reviews the conceptual and empirical research on classroom management to ascertain the extent to which there is consistency between the “advice” found in the research literature and the professional standards for teachers and initial teacher education, in regards to knowledge and perspectives about effective classroom management. Focusing on the evolution of beliefs, knowledge and perspectives about classroom management the article will clarify effective classroom management and place this within the frameworks on effective teaching, in particular the AITSL standards, and consequently consider some implications for best practice.
Egeberg, H. M.,
& Price, A.
Classroom Management and National Professional Standards for Teachers: A Review of the Literature on Theory and Practice.
Australian Journal of Teacher Education, 41(7).