Empirical Research in Teaching and Learning (eBook)

Contributions from Social Psychology

Debra Mashek, Elizabeth Yost Hammer (Herausgeber)

eBook Download: PDF

2011 | 1. Auflage
200 Seiten
John Wiley & Sons (Verlag)
978-1-4443-9531-0 (ISBN)

Infos

Empirical Research in Teaching and Learning: Contributions from Social Psychology draws upon the latest empirical research and empirically-based theories from social psychology to inform the scholarship of teaching and learning.

* Provides an accessible theoretical grounding in social psychological principles and addresses specific empirical evidence drawn from teaching and learning contexts

* Features concrete strategies for use in the classroom setting

* Includes contributions from experts in both social psychology and the scholarship of teaching and learning

Autor

Debra Mashek is Assistant Professor of Psychology at Harvey Mudd College in Claremont, California. Elizabeth Yost Hammer is Director of the Center for the Advancement of Teaching, and Professor of Psychology at Xavier University of Louisiana in New Orleans.

Inhalt

Preface (Debra Mashek & Elizabeth Yost Hammer).

Chapter 1: How can social psychology galvanize teaching and
learning? (Regan A. R. Gurung & Kathleen C. Burns).

Chapter 2: A social look at student-instructor interactions
(Janie H. Wilson, Karen Z. Naufel, & Amy A.
Hackney).

Chapter 3: Self-Construal, culture and diversity in higher
education (Shelva Paulse Hurley & Eric Alexander
Hurley).

Chapter 4: Unintentional prejudice and social psychology's
lessons for cross-racial teaching (Elliott D. Hammer).

Chapter 5: Relationships that support student autonomy and
engagement (Johnmarshall Reeve).

Chapter 6: Achievement is an attitude: The importance of help
seeking attitudes when predicting academic achievement (Jessica
Clevering, Shelley DeFord, Tasia Yamamura & Debra
Mashek).

Chapter 7: Applying the science of learning to the art of
teaching (Diane F. Halpern & Clayton L. Stephenson).

Chapter 8: Which strategies best enhance teaching and learning
in higher education? (John Hattie).

Chapter 9: Understanding faculty reluctance to assess teaching
and learning: A social psychological perspective (Dana S. Dunn,
Maureen A. McCarthy, Suzanne C. Baker, Jane S. Halonen, Stacy
Boyer).

Chapter 10: Applying social psychology in the college classroom:
Teachers and learners need (your) scholarship (Randolph A.
Smith).

Rezensionen

This volume brings together an outstanding group of social
psychologists and teachers in an effort to improve instruction in
the field. The result is a delightful reciprocal relationship:
social psychologists contributing to quality teaching, and
outstanding teachers contributing to development of social
psychology.



Kenneth D. Keith, University of San Diego



This volume is a richly informative set of essays about key
applications of social psychological theory and methods to the art
of teaching. It will be of interest to social psychologists
interested in the relevance of their field for the classroom-and
anyone curious about teaching better.

Joshua Aronson, New York University

Produkt-Details

• Erscheint lt. Verlag: 13.1.2011
• Sprache: englisch
• Themenwelt: Geisteswissenschaften ► Psychologie ► Sozialpsychologie
• Themenwelt: Sozialwissenschaften ► Pädagogik
• Schlagworte: Educational & School Psychology • Erziehungs- u. Schulpsychologie • Psychologie • Psychology
• ISBN-10: 1-4443-9531-9 / 1444395319
• ISBN-13: 978-1-4443-9531-0 / 9781444395310