Author: Robert Stephen Feldman
Publisher: Cambridge University Press
ISBN: 9780521396424
Category : Education
Languages : en
Pages : 400
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Book Description
This book examines the ways in which the theory and data of social psychology can be applied to teaching, learning, and other experiences in schools. Its focus ranges in level from the individual (e.g., student attitudes and attributions), to the teacher-student interaction, to the impact of society (e.g., racial and cultural influences on school performance). The editor and distinguished contributors have two major purposes. The first is to illustrate the scope and sophistication of the emerging field known as the social psychology of education. The second is to provide solid, informed suggestions to educators for the amelioration of current educational problems. To that end, each author explicitly discusses implications for educational practice.
Author: Colin Rogers
Publisher: Routledge
ISBN: 9780415788472
Category : Educational sociology
Languages : en
Pages : 212
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Book Description
Cover page -- Halftitle page -- Title page -- Copyright page -- Title page -- Copyright page -- Dedication -- Contents -- Preface -- Acknowledgments -- Chapter 1 Introduction -- Chapter 2 Research into teachers' expectations and their effects -- Chapter 3 The expectancy process -- Chapter 4 Teachers' perceptions oftheir pupils -- Chapter 5 Pupils' perceptions of their teachers -- Chapter 6 Cognitive responses to success and failure -- Chapter 7 The intermediary role of the self-concept -- Chapter 8 Conclusion -- Bibliography -- Index
Author: James H. McMillan
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 290
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Book Description
Author: Daniel Bar-Tal
Publisher: Washington : Hemisphere Publishing Corporation ; New York : distributed solely by Halsted Press
ISBN:
Category : Education
Languages : en
Pages : 408
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Book Description
Author: Frederic J. Medway
Publisher: Routledge
ISBN: 131778412X
Category : Education
Languages : en
Pages : 586
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Book Description
This impressive volume reintroduces the importance of -- and the contributions made by -- social psychology to school psychology. It provides an overview of the basic areas of social psychology (history, attitudes, attribution, attraction, and research methods) as well as the traditional school psychology functions (assessment, therapy, and consultation). To unite these two crucial areas, the editors and their contributors provide detailed discussions of specific educational and social issues such as substance abuse prevention and treatment, loneliness, cooperative versus competitive environments, and integration of handicapped and culturally different children. Based on classical, contemporary, and cutting-edge research and theory, this text should become an essential reference tool for all school psychologists.
Author: David W. Johnson
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 330
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Book Description
Author: Colin Rogers
Publisher: Routledge
ISBN: 1351846124
Category : Psychology
Languages : en
Pages : 212
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Book Description
If a theory of education is to be helpful to the practising teacher, it must take the social context of learning into account. Originally published in 1982, Colin Rogers does just this, exploring the implications of two decades’ detailed research in to the social psychology of teaching and learning. The central theme that emerges from this study is the importance of the still controversial ‘teacher-expectancy effect’ – the effect of teachers’ expectations on the performance of pupils. By examining in detail the claims made by those who believe that the expectations of teachers can influence levels of pupils’ academic attainment, the book shows the complexity of interpersonal interaction and perception within the classroom and the nature of problems involved in studying these. It also focuses on the way that the mutual perceptions of teachers and pupils themselves affect, and are affected by, other aspects of life in a school; and extensive use is made of research conducted in British schools to illustrate major points. The conclusion of the study was that it is the classroom – the very environment in which teachers and pupils interact – rather than teacher training that may need reform.
Author: Colin Rogers
Publisher: Psychology Press
ISBN: 0415071976
Category : Education
Languages : en
Pages : 272
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Book Description
The authors reassess the role of social psychology. They offer an analysis of motivation and the social development of primary age children as well as relationships and social interaction in the classroom, gender and special needs.
Author: C.M. Fleming
Publisher: Routledge
ISBN: 1136273123
Category : Social Science
Languages : en
Pages : 119
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Book Description
First Published in 1998. This is Volume XXIII of twenty-eight in the Sociology of Education series. This book seeks to provide an introduction and guide to social psychology of education. Written in 1944, it looks at the teacher and their changing role and personality when teaching from initial assessment, measurement of intelligence, use of instincts and modification of behaviour. This develops into addressing that pupils belong to different social groups that will influence their behaviour.
Author: Elisha Babad
Publisher: Routledge
ISBN: 1135212678
Category : Education
Languages : en
Pages : 280
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Book Description
Teachers often find that their training has not provided them with sufficient knowledge and understanding about underlying social forces and processes in their classrooms. This new book addresses this gap by focusing on the social psychology of the classroom, providing the relevant social psychological knowledge and facilitating the application of that knowledge in the practice of the teacher in the classroom. Elisha Babad discusses "the state of the art" of classroom management theory, research and practice and explores a full range of teacher and classroom experiences (such as teachers' differential behavior in the classroom and its psychological price, students' roles and relationships, and distinguishing between "educating" students and "changing" students). This exceptional book will be of interest to students and scholars of educational studies and educational psychology as well as for teachers-in-training, experienced teachers, and "educators-at-large."
