Social Psychology of Education

The purpose of this seminar will be to explore the influence of social psychological and social contextual factors on classroom learning. Specifically, we will examine the ways in which the principles of social psychological and social developmental theories can be applied to understand students’ beliefs about themselves, including their relationship quality with teachers and peers, and their achievement behaviors.

Core topics will include the “social” self, perceiving others and presenting one’s self, socializing motivation and learning, the classroom context, and group dynamics. In addition, based on the class’ interests, special topics may include social cognition; in-depth exploration of peer, parent or teacher relationships; the role of play; dominance and victimization; morality; the social psychology of technology and media; or the co-construction of knowledge. Throughout the seminar, students will be encouraged to examine the social context(s) of their own research interests.

Spring 2011 Topics & Readings

UNIT 1: EDUCATION AS A SOCIAL AND INTERPERSONAL PROCESS

Session 1: Introduction to Course

  • Wentzel, 1998
  • Exploring Research Paradigms (in class activity)

Session 2: The Fundamental Need to Belong vs. Coordinating Multiple Needs

  • All: Tharpe et al. (2000)
  • Group 1: Leary (2003); Leary & Downs (1995)
  • Group 2: McClelland (1985); Ryan & Deci (2000)

UNIT 2: THE SOCIAL SELF: SOCIAL IDENTITY, GOALS, & EFFICACY

Session 3: Constructing the Self

  • Group 1: Brewer & Gardner (1996); Markus & Kitayama (1994)
  • Group 2: Gardner, Pickett & Brewer (2000);  Aron, Aron, & Smollan (1992)

Session 4: Operationalizing “social” goals and “social” self-efficacy

  • Group 1: Urdan & Maehr (1995); Newberry & Davis (2008)
  • Group 2: Klassen (2004); Wentzel (1993)

UNIT 3: SOCIAL COGNITION: KNOWLEDGE, DECISION MAKING, & SELF PRESENTATION
Special Case 1:  Aggression and Victimization

Session 5: Social Information Processing

  • All : Maher (2008)
  • Group 1: Crick & Dodge (1994), Crick & Grotpeter (1995)
  • Group 2: Hale et al. (1996); Smith et al., (2008)

Session 6: Decision Making

  • All: Ajzen (1996); Yarlagadda & Srivassan (2008)
  • Group 1: Juvonen (2000)
  • Group 2: Ross et al. (1977)

UNIT 4: SOCIALIZING MOTIVATION AND LEARNING: PARENT AND TEACHER RELATIONSHIPS

Session 7: In-Class Theorizing Activity

  • All: Read / Review Articles from Article Search

Session 8: Socializing Values & Teacher Relationships

  • Group 1 (Values) : Goldstein (1999); Connell & Wellborn (1991); Middleton & Midgley (2002)
  • Group 2: (TSR): Oldfather & Dahl (1994), Reeve (2006); Wentzel (2002)

Session 9: Applying Theories to Understand Parent / Teacher Contributions

  • Group 1: Special Case – Alienation & Dis-identification
    • Murdock (1999), Smyth & Hattam (2002), Osborne (2004)
  • Group 2: Special Case –  Boundary Setting
    • Andrzejewski & Davis (2008); Richmond & Padgett (2002);  Aultman et al., (2008); Morrison (1985)

UNIT 5: THE CLASSROOM CONTEXT: CO-REGULATION & INTERPERSONAL COMMUNICATION

Session 10: Affective Discourse

  • All Revisit Juvonen, 2000
  • Group 1: Krauss & Fussell (1996); Turner et al. (1998) or (2003)
  • Group 2: Wubbels et al. (2006); Blackburn (2005)

Session 11: Intercultural Communication

  • All Read: Eccles, Wong, & Peck, 2006
  • Group 1: Lareau & Horvat (1999); Brown (2004)
  • Group 2: McCaslin & Good (1992); Monroe & Obidah (2004)

Session 12: Special Case: Interacting with Computers (Held via Blackboard Collaborate)

  • Group 1: Technology & Classroom Context
    • Dorman & Fraser (2008); Jarvala et al. (2008); TungDeng (2006)
  • Group 2: Social Media and the Construction of Self
    • Nass & Moon (2000); McKenna & Bargh (2000); Hevern (2004)

UNIT 6: GROUP DYNAMICS

Session 13: Special Case: Classroom Cohesion & Teacher Differential Behavior

  • Group 1: Hamilton & Sherman (1996); Babad (1993), Davis & Lease (2007)
  • Group 2: Shapiro (2010), Davis, Gableman, & Wingfield (2011); Davis, Watson, Neumann (under review)*

Session 14: Special Case: Leadership & Persuasion

  • Group 1: Hutchins (1996); Hoy & Smith (2007)
  • Group 2: Gregoire (2003); van den Bos & Spruijt (2002)

Session 15: Workshop for Designing your Proposal: Peer Feedback Session

  • No Assigned Reading.  Complete Peer Feedback Assignment
  • Topical Journals & Concept Map due in class.
  • Please come to class with an outline of your proposal/ intervention and key readings you plan to integrate.