Empirical Research in Teaching and Learning: Contributions from Social Psychology
March 2011, Wiley-Blackwell
- 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
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).
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.
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
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