Routledge International Handbook of Social Psychology of the Classroom

Christine M. Rubie-Davies, Jason M. Stephens, Penelope Watson (Herausgeber)

Buch | Hardcover

398 Seiten

2015
Routledge (Verlag)
978-0-415-85696-6 (ISBN)

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The Routledge International Handbook of Social Psychology of the Classroom presents the first comprehensive and integrated compilation of theory and research on topics related to the social cohesion of the classroom. Many of these topics have been studied independently; for example, motivation, self-concept, class management, class climate, and teacher expectations are generally studied separately by different groups of researchers. This handbook brings the evidence from different fields in social psychological classroom research together in one place for the first time to explore how these topics relate and how each factor influences students and their learning.

With chapters by established international leaders in their fields, as well as emerging new talent, this handbook offers cutting edge research and surveys the state of the art in the social psychology of the classroom.

Major areas covered include:

Motivation
Belief, self-concept, and personality
Emotional engagement
Teacher–student relationships
Teacher expectation
Classroom management
Culture and identity

The Routledge International Handbook of Social Psychology of the Classroom provides a review of current theories related to the social psychology of the classroom, including how these theories apply to classrooms and learners. Current evidence clearly shows that areas explored by social psychology – and brought together for the first time in this volume – can have a very significant impact on classroom learning and student achievement (J. Hattie, Visible Learning: A Synthesis of over 800 Meta-Analyses Relating to Achievement, Routledge 2009). This handbook is a must for all academics whose research relates to the social psychology of the classroom. It is also an invaluable resource for teachers and teacher education students who want to understand why they are effective instructors and yet still encounter students in their classes who are not responding as expected.

Christine M. Rubie-Davies is currently Senior Lecturer in the Faculty of Education, the University of Auckland, New Zealand.Jason M. Stephens is a Senior Lecturer in the School of Learning, Development and Professional Practice, Faculty of Education, the University of Auckland, New Zealand. Penelope Watson is a Lecturer in the School of Learning, Development and Professional Practice, Faculty of Education, the University of Auckland, New Zealand.

PART 1 Student motivation 1. Children’s achievement motivation in school Allan Wigfield, Katherine Muenks and Emily Q. Rosenzweig 2. Seeing the big picture: A systemic perspective on motivation, and its implications for social and psychological research Patricia L. Hardré 3. The relationship between social class and students’ academic achievement goals: Three hypotheses Nathan Berger and Jennifer Archer4. Motivated learning: The relationship between student needs and attitudes Jasmine Taylor, Helena D. Cooper-Thomas and Elizabeth R. Peterson 5. The role of parents in students’ motivational beliefs and values Rebecca Lazarides, Judith Harackiewicz, Elizabeth Canning, Laura Pesu, and Jaana Viljaranta 6. The role of meaning systems in the development of motivation Helen Patrick and Panayota Mantzicopoulos PART 2 Responding to student culture 7. Racial and ethnic identity Frank Worrell 8. Stigma: Implications for student achievement and mentoring C. Malik Boykin, Rodolfo Mendoza-Denton and Colette E. Patt 9. Optimizing Maori student success with the other three Rs: Racial-ethnic identity, resilience and responsiveness Melinda Webber 10. In-school versus online discrimination: Effects on mental health and motivation among diverse adolescents in the United States Brendesha M. Tynes, Sophia Hiss, Allison M. Ryan and Chad Rose 11. Countervailing forces in minority identity: Enacting and avoiding ‘good student’ behaviors Rochelle M. Burnaford PART 3 Student beliefs and peer relationships 12. Origins and consequences of social status differences in middle childhood Clark McKown 13. Academic talk in the classroom: Developments in research Robyn M. Gillies14. Stereotype threat: Looking back and moving forward Penelope W. St J. Watson... part contents

Reihe/Serie	Routledge International Handbooks
Zusatzinfo	5 Illustrations, black and white
Verlagsort	London
Sprache	englisch
Maße	174 x 246 mm
Gewicht	884 g
Themenwelt	Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie
	Geisteswissenschaften ► Psychologie ► Sozialpsychologie
	Sozialwissenschaften ► Pädagogik ► Didaktik
ISBN-10	0-415-85696-5 / 0415856965
ISBN-13	978-0-415-85696-6 / 9780415856966
Zustand	Neuware