398 pages | 5 B/W Illus.
The Routledge International Handbook of Social Psychology of the Classroom presents the first comprehensive and integrated compilation of theory and research on topics related to the social cohesion of the classroom. Many of these topics have been studied independently; for example, motivation, self-concept, class management, class climate, and teacher expectations are generally studied separately by different groups of researchers. This handbook brings the evidence from different fields in social psychological classroom research together in one place for the first time to explore how these topics relate and how each factor influences students and their learning.
With chapters by established international leaders in their fields, as well as emerging new talent, this handbook offers cutting edge research and surveys the state of the art in the social psychology of the classroom.
Major areas covered include:
The Routledge International Handbook of Social Psychology of the Classroom provides a review of current theories related to the social psychology of the classroom, including how these theories apply to classrooms and learners. Current evidence clearly shows that areas explored by social psychology – and brought together for the first time in this volume – can have a very significant impact on classroom learning and student achievement (J. Hattie, Visible Learning: A Synthesis of over 800 Meta-Analyses Relating to Achievement, Routledge 2009). This handbook is a must for all academics whose research relates to the social psychology of the classroom. It is also an invaluable resource for teachers and teacher education students who want to understand why they are effective instructors and yet still encounter students in their classes who are not responding as expected.
PART 1 Student motivation 1. Children’s achievement motivation in school Allan Wigfield, Katherine Muenks and Emily Q. Rosenzweig 2. Seeing the big picture: A systemic perspective on motivation, and its implications for social and psychological research Patricia L. Hardré 3. The relationship between social class and students’ academic achievement goals: Three hypotheses Nathan Berger and Jennifer Archer 4. Motivated learning: The relationship between student needs and attitudes Jasmine Taylor, Helena D. Cooper-Thomas and Elizabeth R. Peterson 5. The role of parents in students’ motivational beliefs and values Rebecca Lazarides, Judith Harackiewicz, Elizabeth Canning, Laura Pesu, and Jaana Viljaranta 6. The role of meaning systems in the development of motivation Helen Patrick and Panayota Mantzicopoulos PART 2 Responding to student culture 7. Racial and ethnic identity Frank Worrell 8. Stigma: Implications for student achievement and mentoring C. Malik Boykin, Rodolfo Mendoza-Denton and Colette E. Patt 9. Optimizing Māori student success with the other three Rs: Racial-ethnic identity, resilience and responsiveness Melinda Webber 10. In-school versus online discrimination: Effects on mental health and motivation among diverse adolescents in the United States Brendesha M. Tynes, Sophia Hiss, Allison M. Ryan and Chad Rose 11. Countervailing forces in minority identity: Enacting and avoiding ‘good student’ behaviors Rochelle M. Burnaford PART 3 Student beliefs and peer relationships 12. Origins and consequences of social status differences in middle childhood Clark McKown 13. Academic talk in the classroom: Developments in research Robyn M. Gillies 14. Stereotype threat: Looking back and moving forward Penelope W. StJ. Watson PART 4 Teacher–student relationships 15. Teacher–student relationships, motivation, and competence at school Kathryn R. Wentzel 16. The importance of teacher–student relationships for student engagement and achievement Ammon J. Wilcken and Cary J. Roseth 17 Student–teacher relationships at the tertiary level: Prevailing perspectives, existing research and future possibilities Mohamed Alansari 18. Perceptual barriers to teacher–student relationships:Overcoming them now and in the future Maureen E. Brinkworth and Hunter Gehlbach 19. Social withdrawal and schooling Michael Townsend and Pamela Seccombe 20. Power and subjectivities: Foucault and Havel on the complexities of the early years classroom Marek Tesar PART 5 Classroom climate and classroom management 21.The value of using observational and student report methodologies in classroom research Erik A. Ruzek and Robert C. Pianta 22. Classroom management: Current research in the light of social psychology Johanna Seiz and Mareike Kunter 23. Learning environment: The influence of school and classroom space on education Ulrike Stadler-Altmann 24. The link between class climate and teacher and student emotions: Implications for theory, research, and educational practice Betty Becker-Kurz and Zoe A. Morris 25. Teacher authority in diverse high school classrooms Anne Gregory and Amori Yee Mikami PART 6 Teacher expectations, judgment and differentiation 26. How I spent my last 50-year vacation: Bob Rosenthal’s lifetime of research into interpersonal expectancy effects Robert Rosenthal and Christine M. Rubie-Davies 27. Teacher expectations and within-classroom differentiation Eddie Denessen and Alaster Scott Douglas 28. Teacher judgment and student motivation Detlef Urhahne and Mingjing Zhu 29. Expecting more: Teacher differences as moderators of expectancy effects Christine M. Rubie-Davies 30. Teacher expectation effects in the college foreign language classroom Zheng Li and Christine M. Rubie-Davies PART 7 Teacher motivation, professionalism and well-being 31. Recent advances in research on teacher motivation and emotions Robert Klassen and Tracy Durksen 32. Teacher self-efficacy: A thriving area of research Sindu George, Paul Richardson, and Jeffrey Dorman 33. Teachers’ emotional skills, motivation and well-being Shane T. Harvey and Amanda Naus 34. Contemporary professional boundaries and their relationship with teacher and student well-being Zoe A. Morris PART 8 The final word 35. The social psychology of the classroom: Reflections about past, present and future Elisha Babad