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221.
Hunter Gehlbach 《Educational Psychology Review》2010,22(3):349-362
Teaching and learning are fundamentally social enterprises. In attempting to understand, explain, and predict social behavior,
social psychologists have amassed scores of empirically grounded, fundamental principles. Yet, many such principles have yet
to be applied to classrooms despite the social nature of these settings. This article illustrates how infusing novel concepts
from social psychology into teachers’ repertoires holds untapped potential to improve their pedagogy, ability to motivate
students, and capacity to enrich students’ understanding of subject matter. This article first examines three domains of social
psychology—social cognition, influence/persuasion, and interpersonal relations—and illustrates how applications of principles
from each domain could benefit classrooms. Next, two exemplars are presented to demonstrate the efficacy of past interventions
that are rooted in social psychological principles. Finally, pathways through which teacher educators can introduce new social
psychological concepts and applications to teachers are explored. 相似文献
222.
Seçil Gönültaş Bilge Selçuk Virginia Slaughter John A. Hunter Ted Ruffman 《Child development》2020,91(2):e280-e298
Using a between-groups design and random assignment, this study examined 214 Turkish children's (M = 11.66 years) mindreading and general reasoning about in-group members (Turks), similar out-group members (Syrians within Turkey) and dissimilar out-group members (Northern Europeans). Children heard four mindreading and four general reasoning stories with in-group or out-group members as targets. Whereas children's general reasoning about three groups was equivalent, accuracy of mental state inferences differed by target with more accurate mindreading of in-group targets compared to both sets of out-group targets. In this Turkish sample, mindreading of Syrian targets was the least accurate. Prejudice and perceived realistic threat predicted lower mindreading. These findings have important implications for understanding how similarity and intergroup processes play a role in children's mindreading. 相似文献
223.
Karen Medsker Patty Hunter Don Stepich Gordon Rowland Kanchan Basnet 《Performance Improvement Quarterly》1995,8(4):6-21
The purpose of this research was to determine to what extent human performance technology (HPT) is being taught in academic programs that traditionally emphasized training—programs such as instructional systems, training and development, human resource development, and adult learning. A written survey was used to collect data from 82 academic programs. Results indicate that while training (and the related areas of needs assessment and evaluation) continues to dominate curricula at these institutions, non-training performance improvement strategies (and the broader performance analysis that leads to their selection) are frequently taught as well. No correlations were found between the extent of teaching HPT topics and the variables of program size, program type, location, degrees offered, or faculty membership in NSPI (now called the International Society for Performance Improvement). Future research could investigate the driving and restraining forces that determine HPT's impact on the curriculum and the effects that current curricula have on program graduates. 相似文献