| The Social Psychology of Education Contributor(s): Feldman, Robert S. (Editor) |
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ISBN: 0521306205 ISBN-13: 9780521306201 Publisher: Cambridge University Press OUR PRICE: $133.00 Product Type: Hardcover Published: September 1986 Annotation: This book examines the ways in which the theory and data of social psychology can be applied to teaching, learning, and other experiences in schools. Its focus ranges in level from the individual (e.g., student attitudes and attributions), to teacher-student interaction, to the impact of society (e.g., racial and cultural influences on school performances). The editor and distinguished contributors have two major purposes. The first is to illustrate the scope and sophistication of the emerging field known as the social psychology of education. The second is to provide solid, informed suggestions to educators for the amelioration of current educational problems. To that end, each author explicitly discusses implications for educational practice. Psychologists and educational researchers will find The Social Psychology of Education a useful and comprehensive guide to an increasingly active new research area. |
| Additional Information |
| BISAC Categories: - Psychology | Education & Training - Education | Educational Psychology |
| Dewey: 370.19 |
| LCCN: 85030928 |
| Physical Information: 1" H x 6" W x 9" (1.65 lbs) 396 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: This book examines the ways in which the theory and data of social psychology can be applied to teaching, learning, and other experiences in schools. Its focus ranges in level from the individual (e.g., student attitudes and attributions), to the teacher-student interaction, to the impact of society (e.g., racial and cultural influences on school performance). The editor and distinguished contributors have two major purposes. The first is to illustrate the scope and sophistication of the emerging field known as the social psychology of education. The second is to provide solid, informed suggestions to educators for the amelioration of current educational problems. To that end, each author explicitly discusses implications for educational practice. |