Empirical Research in Teaching and Learning
Contributions from Social Psychology
Published on 18. February 2011
Book
Hardback
200 pages
978-1-4443-3719-8 (ISBN)
Description
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
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
More details
Language
English
Place of publication
Hoboken
United Kingdom
Publishing group
John Wiley and Sons Ltd
Target group
College/higher education
Dimensions
Height: 236 mm
Width: 159 mm
Thickness: 16 mm
Weight
431 gr
ISBN-13
978-1-4443-3719-8 (9781444337198)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Debra Mashek | Elizabeth Yost Hammer
Empirical Research in Teaching and Learning
Contributions from Social Psychology
E-Book
02/2011
Wiley-Blackwell
€90.99
Available for download
Debra Mashek | Elizabeth Yost Hammer
Empirical Research in Teaching and Learning
Contributions from Social Psychology
E-Book
12/2010
Wiley-Blackwell
€90.99
Available for download
Persons
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.
Content
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).
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).