Kurzus nemzetközi vendég- és részidős hallgatóknak

Kar

Pedagógiai és Pszichológiai Kar

Szervezet

PPK Pszichológiai Intézet

Kód

PSYM21-CS-107

Cím

The Social Psychology of School

Tervezett félév

Mindkét

Meghirdetve

2024/25/1

ECTS

4

Nyelv

en

Oktatás célja

Goals: By the end of the course, students should be able to: critically understand the major social psychological processes at school describe, explain and evaluate studies examining applied, educational areas of social psychology apply social psychological concepts, theories and research findings to solve problems in an educational and school context

Tantárgy tartalma

LEARNING IN A SOCIAL CONTEXT Introduction. Applying social psychology to the classroom. The broad context for education (McKinsey report). Learning in a social context: The sociocognitive and constructivist learning theory, social comparison, praise, feedback Classroom Management: Creating a successful learning environment Competition, cooperation, the jigsaw classroom Stereotypes, prejudice, stereotype threat, bullying Achievement gap and low SES students at school Overview: The 20 principles of teaching and learning ORGANIZATIONAL PSYCHOLOGY Basics concepts of organizational psychology at school: culture, climate, physical environment Leadership at school Positive organizations Individual characteristics in an organization: motivation, satisfaction

Számonkérés és értékelés

Course requirements: Completed pre-reading and reading tasks Students’ presentation – introduction of a topic Exam: 2 tests during the semester (or during the exam period) There will be two total written (or online) exams administered during class time. The exams will cover readings as well as lectures, videos, and activities from class. Exams will be multiple choice with a few short answer responses. If you must miss an exam for a very legitimate reason, please contact me in advance.

Irodalomjegyzék

Readings: APA, Top 20 principles of teaching and learning https://www.apa.org/ed/schools/teaching-learning/top-twenty-principles.pdf Cameron, K.S., Spreitzer, G.M. (eds., 2012). The Oxford Handbook of Positive Organizational Scholarship, Oxford University Press. Ch 1 and Ch 59 Huguet, P., Kuyper, H. (2008). Applying social psychology to the classroom In Steg, L., Buunk, A., Rothengatter, T. (eds.) Social Psychology. Understanding and Managing Social Problems 162-183. Jensen, E. (2009). Teaching with poverty in mind: What being poor does to kids' brains and what schools can do about it.  (summary) https://s18670.pcdn.co/wp-content/uploads/ASCD-Book-Sample-TeachingwithPovertyinMind.pdf Jex, S.M. (2002). Organizational psychology. A scientist-practicioner approach. Wiley and Sons, New York. Ch15. 401-432. McKinsey report: How the world’s best performing school systems come out on the top https://www.mckinsey.com/~/media/mckinsey/industries/public%20and%20social%20sector/our%20insights/how%20the%20worlds%20best%20performing%20school%20systems%20come%20out%20on%20top/how_the_world_s_best-performing_school_systems_come_out_on_top.pdf Osher, D., Dwyer, K., & Jimerson, S. R. (2006). Safe, supportive, and effective schools: Promoting school success to reduce school violence. In S. R. Jimerson & M. J. Furlong (Eds.), Handbook of school violence and school safety: From research to practice (pp. 51–72). Mahwah, NJ: Erlbaum Pritchard, A., Woolard, J. (2010). Psychology for the Classroom: Constructivism and Social Learning. Routledge. Chapter 1 (Introduction) and 2 (Research) Recommended readings: Gehlbach, Hunter. 2010. The social side of school: Why teachers need social psychology. Educational Psychology Review 22, no. 3: 349-362. Arhin, V., Ekow Laryeva, J. (2018): Application of social psychology for positive school climate: global perspective. European Journal of Education Studies 4(1): 184-198. Alridge, Fraser, Fozdar, Ala’i, Earnest, Afari (2015): Students’ perceptions of school climate as determinants of wellbeing, resilience and identity. Improving Schools 1-22. American Institutes for Research. (2018). School Climate Survey Compendia. Washington, D.C: American Institutes for Research. Cohen, J., McCabe, L., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111(1), 180–213. Cornell D., Shukla K., Konold T. (2016). Authoritative school climate and student academic engagement, grades, and aspirations in middle and high schools. AERA Open 2 1–18. 10.1177/2332858416633184 Engelsa, Hottona,  Devosb,  Bouckenoogheb,  Aelterman (2008): Principals in schools with a positive school culture. Educational Studies, 34, 3: 159–174. Esquivel, G. B., Lopez, E. C., Nahari, S. G. (2007). Multicultural Handbook of School Psychology. Lawrence Erlbaum Assocuates, Mahwah, NJ Fatou N., Kubiszewski V. (2018). Are perceived school climate dimensions predictive of students’ engagement? Social Psychology of Education 21 427–446. Gottfredson, G. D., & Gottfredson, D. C. (2001). What schools do to prevent problem behavior and promote safe environments. Journal of Educational and Psychological Consultation, 12(4), 313–344. Grayson, J. L., & Alvarez, H. K. (2008). School climate factors relating to teacher burnout: A mediator model. Teaching and Teacher Education, 24(5), 1349–1363. Konold T., Cornell D., Jia Y., Malone M. (2018). School climate, student engagement, and academic achievement: a latent variable, multilevel multi-informant examination. AERA Open 4 1–17. Lombardi, Traficante, Bettoni, Offredi, Giorgetti, Vernice (2019): The Impact of School Climate on Well-Being Experience and School Engagement: A Study With High-School Students. Frontiers in Psychology. Vol 10, Article 2482. MacNeil, A. J., Prater, D. L., & Busch, S. (2009). The effects of school culture and climate on student achievement. International Journal of Leadership in Education, 12(1), 73–84. Olson-Buchanan, J.B., , Koppes Bryan, L., Foster Thompson, L. (2013). Using Industrial-Organizational Psychology for the Greater Good: Helping Those Who Help Others . New York, Routledge. Osher, D., Dwyer, K., & Jimerson, S. R. (2006). Safe, supportive, and effective schools: Promoting school success to reduce school violence. In S. R. Jimerson & M. J. Furlong (Eds.), Handbook of school violence and school safety: From research to practice (pp. 51–72). Mahwah, NJ: Erlbaum. Péter-Szarka Szilvia (2012): Creative climate as a means to promote creativity in the classroom. Electronic Journal of Research in Educational Psychology. 10 (3): 1011-1034. Plucker, J.A., Burroughs, N., Song, R. (2010). Mind the (Other) Gap! The Growing Excellence Gap in K-12 Education. Center for Evaluation & Education Policy. https://files.eric.ed.gov/fulltext/ED531840.pdf Ripski, M. B., & Gregory, A. (2009). Unfair, unsafe, and unwelcome: Do high school students’ perceptions of unfairness, hostility, and victimization in school predict engagement and achievement? Journal of School Violence, 8(4), 355–375. Scivener, J. (2012). Classroom management techniques. Cambridge. Social Psychology of Education – journal

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