Routledge International Handbook Of Social Psychology Of The Classroom by Christine M. Rubie-daviesRoutledge International Handbook Of Social Psychology Of The Classroom by Christine M. Rubie-davies

Routledge International Handbook Of Social Psychology Of The Classroom

EditorChristine M. Rubie-davies, Jason M. Stephens, Penelope Watson

Hardcover | May 21, 2015

Pricing and Purchase Info


Earn 1,680 plum® points

Prices and offers may vary in store


Ships within 1-2 weeks

Ships free on orders over $25

Not available in stores


TheRoutledge 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:

  • Motivation
  • Belief, self-concept, and personality
  • Emotional engagement
  • Teacher'student relationships
  • Teacher expectation
  • Classroom management
  • Culture and identity

TheRoutledge International Handbook of Social Psychologyof the Classroomprovides 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.

Christine M. Rubie-Daviesis currently Senior Lecturer in the Faculty of Education, the University of Auckland, New Zealand.Jason M.Stephensis a Senior Lecturer in the School of Learning, Development and Professional Practice, Faculty of Education, the University of Auckland, New Zealand.Penelope Watsonis a Lecturer in the School of Lea...
Title:Routledge International Handbook Of Social Psychology Of The ClassroomFormat:HardcoverDimensions:426 pages, 9.41 × 7.24 × 0.98 inPublished:May 21, 2015Publisher:Taylor and FrancisLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0415856965

ISBN - 13:9780415856966

Look for similar items by category:


Table of Contents

PART 1 Student motivation 1. Children's achievement motivation in schoolAllan Wigfield, Katherine Muenks and Emily Q. Rosenzweig 2. Seeing the big picture: A systemic perspective on motivation, and its implications for social and psychological researchPatricia L. Hardr'bsp;3. The relationship between social class and students' academic achievement goals: Three hypothesesNathan 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 valuesRebecca Lazarides, Judith Harackiewicz, Elizabeth Canning, Laura Pesu, and Jaana Viljaranta 6. The role of meaning systems in the development of motivationHelen Patrick and Panayota Mantzicopoulos PART 2 Responding to student culture 7. Racial and ethnic identityFrank Worrell 8. Stigma: Implications for student achievement and mentoringC. Malik Boykin, Rodolfo Mendoza-Denton and Colette E. Patt 9. Optimizing M'ori student success with the other three Rs: Racial-ethnic identity, resilience and responsivenessMelinda Webber 10. In-school versus online discrimination: Effects on mental health and motivation among diverse adolescents in the United StatesBrendesha M. Tynes, Sophia Hiss, Allison M. Ryan and Chad Rose 11. Countervailing forces in minority identity: Enacting and avoiding 'good student' behaviorsRochelle M. Burnaford PART 3 Student beliefs and peer relationships 12. Origins and consequences of social status differences in middle childhoodClark McKown 13. Academic talk in the classroom: Developments in researchRobyn M. Gillies 14. Stereotype threat: Looking back and moving forwardPenelope W. StJ. Watson PART 4 Teacher'student relationships 15. Teacher'student relationships, motivation, and competence at schoolKathryn R. Wentzel 16. The importance of teacher'student relationships for student engagement and achievementAmmon J. Wilcken and Cary J. Roseth 17 Student'teacher relationships at the tertiary level: Prevailing perspectives, existing research and future possibilitiesMohamed Alansari 18. Perceptual barriers to teacher'student relationships:Overcoming them now and in the futureMaureen 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 classroomMarek Tesar PART 5 Classroom climate and classroom management 21.The value of using observational and student report methodologies in classroom researchErik A. Ruzek and Robert C. Pianta 22. Classroom management: Current research in the light of social psychologyJohanna 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 practiceBetty Becker-Kurz and Zoe A. Morris 25. Teacher authority in diverse high school classroomsAnne 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 effectsRobert Rosenthal and Christine M. Rubie-Davies 27. Teacher expectations and within-classroom differentiationEddie Denessen and Alaster Scott Douglas 28. Teacher judgment and student motivationDetlef Urhahne and Mingjing Zhu 29. Expecting more: Teacher differences as moderators of expectancy effectsChristine M. Rubie-Davies 30. Teacher expectation effects in the college foreign language classroomZheng Li and Christine M. Rubie-Davies PART 7 Teacher motivation, professionalism and well-being 31. Recent advances in research on teacher motivation and emotionsRobert Klassen and Tracy Durksen 32. Teacher self-efficacy: A thriving area of researchSindu George, Paul Richardson, and Jeffrey Dorman 33. Teachers' emotional skills, motivation and well-beingShane T. Harvey and Amanda Naus 34. Contemporary professional boundaries and their relationship with teacher and student well-beingZoe A. Morris PART 8 The final word 35. The social psychology of the classroom: Reflections about past, present and futureElisha Babad