The Social Psychology of the Classroom

The Social Psychology of the Classroom

The Social Psychology of the Classroom

The Social Psychology of the Classroom

Synopsis

Teachers often find that their training has not provided them with sufficient knowledge and understanding about underlying social forces and processes in their classrooms. This new book addresses this gap by focusing on the social psychology of the classroom, providing the relevant social psychological knowledge and facilitating the application of that knowledge in the practice of the teacher in the classroom. Elisha Babad discusses "the state of the art" of classroom management theory, research and practice and explores a full range of teacher and classroom experiences (such as teachers' differential behavior in the classroom and its psychological price, students' roles and relationships, and distinguishing between "educating" students and "changing" students). This exceptional book will be of interest to students and scholars of educational studies and educational psychology as well as for teachers-in-training, experienced teachers, and "educators-at-large."

Excerpt

This is a book about teachers, about students, and about the social psychology of their life and their interactions in the classroom. The book is intended for teachers, for teacher education students (future teachers), for psychologists, counselors and educators, and for a general readership interested in the meeting point of psychology and education and in the application of social psychology to the complex and vibrant “society” of the classroom. When one sets out to write an academic book and target it for defined audiences, one must make decisions about the book’s character and style—what it would be like and what it would not, what should be included and what should not, how to present and how not to present the materials.

This book was written as “a practical book.” A practical book differs from “scholarly books” (the latter are conceptually-driven, presenting all theory, research and methodological issues on a given domain, and intended for a narrow, specialized readership of scholars and researchers). It differs from “comprehensive textbooks” in educational psychology or in social psychology (that are very long and detailed, covering all knowledge in numerous relevant areas, and designed to shift from one area to another every week or two in introductory courses). It also differs from “how-to books” (that provide popular sets of advice and applied cookbook guidance how exactly one should conduct oneself in order to be successful). A practical book should be concise and focused on a well-defined domain. It should encapsulate the relevant knowledge and access it to readers so that they can process it and draw the applied implications for their own conduct.

Teachers in many institutions complain that their training does not provide them with sufficient working knowledge and understanding of underlying social forces and processes in their classrooms (in the student “society” and in teacher–student interaction). Most textbooks in educational psychology and in social psychology of education are too general and cover many domains and areas, and their treatment of the social psychology of the classroom is very limited. Books on classroom management (CM) are more relevant in their classroom-focus and orientation toward teachers, but most of them have two major drawbacks: First, they tend to be too prescriptive and preachy in advocating one ideological image of effective CM to a negation . . .

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.