Drawing upon the very latest empirical research and empirically–based theories, Empirical Research in Teaching and Learning presents a series of practical strategies and concrete tools from the field of social psychology for enhancing teaching and learning.
After providing an accessible theoretical grounding in social psychological principles, chapters reveal how this theoretical lens informs our understanding of teaching and learning, address specific empirical evidence drawn from teaching and learning contexts, and offer concrete strategies for translating this evidence on the ground.
This book represents an important and much–needed resource for all who are interested in enhancing teaching and learning in the higher education setting.
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).