Empirical research in teaching and learning : contributions from social psychology
- Chichester, West Sussex, U.K. ; Malden, MA : Wiley-Blackwell, 2011.
- Physical description
- xii, 187 p. : ill. ; 24 cm.
- Claremont applied social psychology series.
HM1033 .E534 2011
- Unknown HM1033 .E534 2011
- Includes bibliographical references and index.
- 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 ).
- (source: Nielsen Book Data)
- Publisher's Summary
- 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.
(source: Nielsen Book Data)
- Supplemental links
Contributor biographical information
Table of contents only
- Publication date
- edited by Debra Mashek and Elizabeth Yost Hammer.
- Claremont applied social psychology series