This introductory chapter first defines what is meant by popular culture, with a discussion of different scholarly and theoretical approaches. Next discussion homes in on specifically ancient popular culture, making particular use of relevant comparative material from Pompeii and Aphrodisias. Then the particular geographical and chronological focus of the book – southern Gaul in late antiquity – is introduced, with a discussion of the region’s political and social history in the period. This is followed by an introduction to the dominant figure of Caesarius, bishop of Arles from 502 to 542. The chapter ends with a discussion of sources and guiding methodological principles.

We review the literature on how fathers contribute to their children’s development from early childhood to adolescence. First, we set the stage by giving a brief profile of who fathers are in the United States. Second, we summarize the theoretical and methodological approaches used to conceptualize and assess the role of fathers in caregiving. Third, we synthesize the empirical literature on the important correlates of father involvement and provide a critical analysis of the ways father involvement in caregiving is related to children’s cognitive, language, and social-emotional development. Lastly, we discuss implications to inform best practices and policies pertaining to this research and end with future directions.

Teachers work across a diverse range of learning environments in an array of different contexts, sectors and settings. The first section of this chapter explores this theme, and provides insight into how classroom management practices are historically, socially and culturally contextualised.

In the second section of the chapter, we introduce some of the theoretical principles and practical issues associated with establishing and maintaining positive, supportive, safe and inclusive learning environments that encourage all students to participate fully in educational opportunities.

Managing the classroom environment, particularly in relation to addressing diverse student behaviours, has been shown to be an area of major concern – often the greatest concern – for many preservice and beginning teachers (Mayer et al., 2015), and this has been the case for many years (see, for example, Veenman, 1984). Managing the classroom for diverse learners is the focus of the third section of this chapter.

In the fourth section, you will gain insight into classroom management frameworks and plans.