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.

An estimated 200 million children worldwide experience various forms of disability. This critical review extrapolates from existing literature in 2 distinct areas of scholarship: one on individuals with disabilities in disaster, and the other on children in disaster. The extant literature suggests that various factors may contribute to the physical, psychological, and educational vulnerability of children with disabilities in disaster, including higher poverty rates, elevated risk exposure, greater vulnerability to traumatic loss or separation from caregivers, more strain on parents, and poor postdisaster outcomes, unless medical, familial, social, and educational protections are in place and vital social networks are quickly reestablished. Future research needs are outlined in the conclusion.

This article reviews indicators used by researchers to select samples of expert teachers. Reflecting initially on the broader expertise literature and then focusing on studies of teaching expertise, the authors identify criteria used to select expert teachers that fall under one or more of the following marker categories: (a) years of experience, (b) social recognition, (c) professional or social group membership, and (d) performance based criteria (including normative and criterion-based selection). Results indicate considerable variability in the selection criteria for identifying expert teachers, even among researchers using the same theoretical construct. Based on this review, a rubric for selecting samples of expert teachers is proposed.

This study examines how pre-existing disabling conditions influenced the recovery process of survivors of Hurricane Katrina. It focuses specifically on the barriers that hindered the recovery process in these individuals. Focus groups were convened in four Gulf Coast states with 31 individuals with disabilities who lived in or around New Orleans, Louisiana, prior to Hurricane Katrina in August 2005. Qualitative data were analysed using grounded theory methodology. Five themes emerged as the most significant barriers to recovery: housing; transportation; employment; physical and mental health; and accessing recovery services. While these barriers to recovery were probably common to most survivors of the disaster, the research results suggest that disability status enhanced the challenges that participants experienced in negotiating the recovery process and in acquiring resources that accommodated their disabilities. The findings indicate that, when disaster recovery services and resources did not accommodate the needs of individuals with disabilities, recovery was hindered. Recovery efforts should include building accessible infrastructure and services that will allow for participation by all.