DescriptionEmpirical 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
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).