Empirical Research in Teaching and Learning
Contributions from Social Psychology
Published on 24. February 2011
200 pages
978-1-4443-9533-4 (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
Reviews / Votes
This volume brings together an outstanding group of socialpsychologists and teachers in an effort to improve instruction inthe field. The result is a delightful reciprocal relationship:social psychologists contributing to quality teaching, andoutstanding teachers contributing to development of socialpsychology. Kenneth D. Keith, University of San Diego This volume is a richly informative set of essays about keyapplications of social psychological theory and methods to the artof teaching. It will be of interest to social psychologistsinterested in the relevance of their field for the classroom-andanyone curious about teaching better. Joshua Aronson, New York UniversityMore details
Other editions
Additional editions
Debra Mashek | Elizabeth Yost Hammer
Empirical Research in Teaching and Learning
Contributions from Social Psychology
Book
02/2011
Wiley
€131.48
Article exhausted; check different version
Persons
Debra Mashek is Assistant Professor of Psychology at HarveyMudd College in Claremont, California.
Elizabeth Yost Hammer is Director of the Center for theAdvancement of Teaching, and Professor of Psychology at XavierUniversity of Louisiana in New Orleans.
Content
Preface (Debra Mashek & Elizabeth Yost Hammer).
Chapter 1: How can social psychology galvanize teaching andlearning? (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 highereducation (Shelva Paulse Hurley & Eric AlexanderHurley).
Chapter 4: Unintentional prejudice and social psychology'slessons for cross-racial teaching (Elliott D. Hammer).
Chapter 5: Relationships that support student autonomy andengagement (Johnmarshall Reeve).
Chapter 6: Achievement is an attitude: The importance of helpseeking attitudes when predicting academic achievement (JessicaClevering, Shelley DeFord, Tasia Yamamura & DebraMashek).
Chapter 7: Applying the science of learning to the art ofteaching (Diane F. Halpern & Clayton L. Stephenson).
Chapter 8: Which strategies best enhance teaching and learningin higher education? (John Hattie).
Chapter 9: Understanding faculty reluctance to assess teachingand learning: A social psychological perspective (Dana S. Dunn,Maureen A. McCarthy, Suzanne C. Baker, Jane S. Halonen, StacyBoyer).
Chapter 10: Applying social psychology in the college classroom:Teachers and learners need (your) scholarship (Randolph A.Smith).
