The social psychology of the classroom

The Social Psychology of the Classroom

Volumn , Issue , 2009, Pages 1-263

  Babad, Elisha ^a  

^a HEBREW UNIVERSITY OF JERUSALEM   (Israel)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84911110645     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203872475     Document Type: Book

References (258)

1. Abdullah, M. (2002). What is bibliotherapy? ERIC Clearninghouse on Reading, English, and Communication Digest #177, EDO-CS-02-08.
2. Adams, J. (1965). Inequality in social exchange. In L. Berkowitz (Ed.), Advances in experimental social psychology (Vol. 2, pp. 267-299). New York: Academic Press.
3. Adorno, T., Frenkel-Brunswick, E., Levinson, D., & Sanford, N. (1950). The authoritarian personality. New York: Harper.
4. Allen, V., & Atkinson, M. (1981). Identifi cation of spontaneous and deliberate behavior. Journal of Nonverbal Behavior, 5, 224-237.
5. Ambady, N., Bernieri, F., & Richeson, J. (2000). Toward a histology of social behavior: Judgmental accuracy from thin slices of the behavioral stream. In M. Zanna (Ed.), Advances in Experimental Social Psychology (Vol. 32, pp. 201-271). Boston: Academic Press.
6. Ambady, N., & Rosenthal, R. (1992). Thin slices of behavior as predictors of interpersonal consequences: A meta-analysis. Psychological Bulletin, 111, 256-274.
7. Ambady, N., & Rosenthal, R. (1993). Half a minute: Predicting teacher evaluations from thin slices of behavior and physical attractiveness. Journal of Personality and Social Psychology, 64, 431-441.
8. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
9. Andersen, J. (1978). The relationship between teacher immediacy and teaching effectiveness. Unpublished doctoral dissertation. West Virginia University, Morgantown, W. V.
10. Archer, D. (1980). Social intelligence. New York: M. Evans & Co.
11. Aronson, E. (1969). The theory of cognitive dissonance: A current perspective. In L. Berkowitz (Ed.), Advances in Experimental Social Psychology (Vol. 4. pp. 1-34). New York: Academic Press.
12. Avni-Babad, D. (2002). Routine, action-inaction, and regret. Doctoral Dissertation, Hebrew University of Jerusalem, Israel.
13. Babad, E. (1972). Person specifi city of the social deprivation-satiation effect. Developmental Psychology, 6, 210-213.
14. Babad, E. (1979). Personality correlates of susceptibility to biasing information. Journal of Personality and Social Psychology, 37, 195-202.
15. Babad, E. (1980). Expectancy bias as a function of ability and ethnic labels. Psychological Reports, 46, 625-626.
16. Babad, E. (1990a). Measuring and changing teachers' differential behavior as perceived by students and teachers. Journal of Educational Psychology, 82, 683-690.
17. Babad, E. (1990b). Calling on students: How a teacher's behavior can acquire different meanings in students' minds. Journal of Classroom Interaction, 25, 1-4.
18. Babad, E. (1992). Teacher expectancies and nonverbal behavior. In R. Feldman (Ed.), Applications of nonverbal theories and research (pp. 167-190). Hillsdale, NJ: Lawrence Erlbaum Associates.
19. Babad, E. (1993a). Teachers' differential behavior. Educational Psychology Review, 5, 347-376.
20. Babad, E. (1993b). Pygmalion-25 years after: Interpersonal expectations in the classroom. In P. Blanck (Ed.), Interpersonal expectations: Theory, research, and application (pp. 125-153). London: Cambridge University Press.
21. Babad, E. (1995). The "teacher's pet" phenomenon, teachers' differential behavior, and students' morale. Journal of Educational Psychology, 87, 361-374.
22. Babad, E. (1998). Preferential affect: The crux of the teacher expectancy issue. In J. Brophy (Ed.), Advances in research on teaching: Expectations in the classroom (Vol. 7, pp. 183-214). Greenwich, CT: JAI Press.
23. Babad, E. (1999). Preferential treatment in television interviewing: Evidence from nonverbal behavior. Political Communication, 16, 337-358.
24. Babad, E. (2001). On the conception and measurement of popularity: More facts and some straight conclusions. Social Psychology of Education, 5, 3-29.
25. Babad, E. (2005a). The psychological price of media bias. Journal of Experimental Psychology: Applied, 11, 245-255.
26. Babad, E. (2005b). Guessing teachers' differential treatment of high- and lowachievers from thin slices of their public lecturing behavior. Journal of Nonverbal Behavior, 29, 125-134.
27. Babad, E. (2005c). Nonverbal behavior in education. In J. Harrigan, R. Rosenthal & K. Scherer (Eds.), The new handbook of methods in nonverbal behavior research (pp. 283-311). Oxford: Oxford University Press.
28. Babad, E. (2007). Teachers' nonverbal behavior and its effects on students. In R. Perry & J. Smart (Eds.), The scholarship of teaching and learning: An evidencebased perspective (pp. 201-261). Holland: Springer Publications.
29. J. Smart (Ed.), Higher education: Handbook of theory and research (Vol. 22, pp. 219-279). Dordrecht, The Netherlands: Springer Publications.
30. Babad, E. (2009). Teaching and nonverbal behavior in the classroom. In L. Saha & A. Dworkin (Eds.), International handbook of research on teachers and teaching (pp. 797-807). Holland: Springer Science + Business Media LLC.
31. Babad, E., Avni-Babad, D., & Rosenthal, R. (2003). Teachers' brief nonverbal behaviors can predict certain aspects of students' evaluations. Journal of Educational Psychology, 95, 553-562.
32. Babad, E., Avni-Babad, D., & Rosenthal, R. (2004). Prediction of students' evaluations from brief instances of professors' nonverbal behavior in defi ned instructional situations. Social Psychology of Education, 7, 3-33.
33. Babad, E., Bernieri, F., & Rosenthal, R. (1989a). When less information is more informative: Diagnosing teacher expectancies from brief samples of behaviour. British Journal of Educational Psychology, 59, 281-295.
34. Babad, E., Bernieri, F., & Rosenthal, R. (1989b). Nonverbal communication and leakage in the behavior of biased and unbiased teachers. Journal of Personality and Social Psychology, 56, 89-94.
35. Babad, E., Bernieri, F., & Rosenthal, R. (1991). Students as judges of teachers' verbal and nonverbal behavior. American Educational Research Journal, 28, 211-234.
36. Babad, E., Birnbaum, M., & Benne, K. (1983). The social self: Group infl uences on personal identity. Beverly Hills, CA: Sage Publications.
37. Babad, E., & Ezer, H. (1993). Seating locations of sociometrically identifi ed student types: Methodological and substantive issues. British Journal of Educational Psychology, 63, 75-87.
38. Babad, E., & Inbar, J. (1981). Performance and personality correlates of teachers' susceptibility to biasing information. Journal of Personality and Social Psychology, 40, 553-561.
39. Babad, E., Inbar, J., & Rosenthal, R. (1982a). Pygmalion, Galatea, and the Golem: Investigations of biased and unbiased teachers. Journal of Educational Psychology, 74, 459-474.
40. Babad, E., Inbar, J., & Rosenthal, R. (1982b). Teachers' judgments of students' potential as a function of teachers' susceptibility to biasing information. Journal of Personality and Social Psychology, 42, 541-547.
41. Babad, E., & Taylor, P. (1992). Transparency of teacher expectations across language, cultural boundaries. Journal of Educational Research, 86, 120-125.
42. Babad, E., & Weisz, P. (1977). Effectiveness of social reinforcement as a function of contingent and noncontingent satiation. Journal of Experimental Child Psychology, 24, 406-414.
43. Babad, Y., Alexander, I., & Babad, E. (1983). Returning the smile of the stranger: Developmental patterns and socialization factors. Monographs of the Society for Research in Child Development, 48(5), 1-93.
44. Bagley, W. (1907). Classroom management. New York: Macmillan.
45. Bales, R. (1965). Small groups: Studies in social interaction. New York: Alfred A. Knopf.
46. Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
47. Bandura, A. (1982). Self-effi cacy mechanism in human agency. American Psychologist, 37, 122-147.
48. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
49. Bandura, A. (1997). Self-effi cacy: The exercise of control. Englewood Cliffs, NJ: Prentice Hall.
50. Baskin, J., Sperber, M., & Price, B. (2006). Asperger syndrome revisited. Review of Neurological Disorders, 3, 1-7.
51. Bass, B. (1998). Transformational leadership: Industrial, military, and educational impact. Mahwah, NJ: Lawrence Erlbaum Associates.
52. Bass, B., & Riggio, R. (2006). Transformational leadership (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
53. Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology Monograph, 4, 1-103.
54. Becker, W., Madsen, C., Arnold, C., & Thomas, D. (1967). The contingent use of teacher attention and praise in reducing classroom behavior problems. Journal of Special Education, 1, 287-307.
55. Bem, D. (1972). Self-perception theory. In L. Berkowitz (Ed.), Advances in Experimental Social Psychology (Vol. 6, pp. 1-62). New York: Academic Press.
56. Benne, K. (1943). A conception of authority. New York: Russell and Russell.
57. Benne, K., & Birnbaum, M. (1960). Change does not have to be haphazard. The School Review, 68, 283-293.
58. Bennis, W. (1962). Goals and meta goals of laboratory training. NTL Human Relations Training News, 6, 3.
59. Bennis, W., Benne, K., & Chin, R. (Eds.). (1984). The planning of change (4th ed.). New York: Holt, Rinehart and Winston.
60. Berne, E. (1964). Games people play-The basic handbook of transactional analysis. New York: Ballantine Books.
61. Biddle, B. (1979). Role theory: Expectations, identities and behaviors. New York: Academic Press.
62. Biddle, B., & Thomas, E. (Eds.). (1966). Role theory: Concepts and research. New York: Wiley.
63. Blake, R., & Mouton, J. (1964). The managerial grid: The key to leadership excellence. Houston: Gulf Publishing Co.
64. Blanck, P., Rosenthal, R., & Cordell, L. (1985). The appearance of justice: Judges' verbal and nonverbal behavior in criminal jury trials. Stanford Law Review, 38, 89-164.
65. Brophy, J. (1983). Research on the self-fulfi lling prophecy and teacher expectations. Journal of Educational Psychology, 75, 631-661.
66. Brophy, J. (1985). Teacher-student interaction. In J. Dusek (Ed.), Teacher expectancies (pp. 303-328). Hillsdale, NJ: Lawrence Erlbaum Associates.
67. Brophy, J. (1988). Educating teachers about managing classrooms and students. Teachers and Teacher Education, 4, 1-18.
68. Brophy, J. (1999). Perspectives of classroom management: Yesterday, today, and tomorrow. In H. J. Freiberg (Ed.), Beyond behaviorism: Changing the classroom management paradigm (pp. 43-56). Boston: Allyn & Bacon.
69. Brophy, J. (2006). History of research on classroom management. In C. Everston & C. Weinstein (Eds.), Handbook of classroom management: Research, practice and contemporary issues (pp. 17-43). Mahwah, NJ: Lawrence Erlbaum Associates.
70. Brophy, J., & Everston, C. (1981). Student characteristics and teaching. New York: Longman.
71. Brophy, J., & Putnam, J. (1979). Classroom management in the elementary grades: A literature review. Research series No. 32. East Lansing, MI: Institute for Research on Teaching, Michigan State University. ERIC # ED167537.
72. Butler, R. (2007). Teachers' achievement goal orientations and associations with teachers' help-seeking: Examination of a novel approach to teacher motivation. Journal of Educational Psychology, 99, 241-252.
73. Chavez, R. (1984). The use of high inference measures to study classroom environments: A review. Review of Educational Research, 54, 237-261.
74. Chin, R., & Benne, K. (1984). Generalized strategies for effecting change in human systems. In W. Bennis, K. Benne & R. Chin (Eds.), The planning of change (4th ed., pp. 22-45). New York: Holt, Rinehart & Winston.
75. Coie, J., Dodge, K., & Coppotelli, H. (1982). Dimensions and types of social status: A cross-age perspective. Developmental Psychology, 18, 557-570.
76. Cooper, H., & Good, T. (1983). Pygmalion grows up. New York: Longman.
77. Cooper, H., & Hazelrigg, P. (1988). Personality moderators of interpersonal expectancy effects: An integrative research review. Journal of Personality and Social Psychology, 55, 937-949.
78. Crandall, V. I., Katkovsky, W., & Crandall, V. J. (1965). Children's belief in their own control of reinforcements in intellectual-academic achievement situations. Child Development, 36, 91-109.
79. Deci, E., & Ryan, R. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
80. DePaulo, B. (1992). Nonverbal behavior and self-presentation. Psychological Bulletin, 111, 203-243.
81. DePaulo, B. (1994). Spotting lies: Can humans learn to do better? Current Directions in Psychological Science, 3, 83-86.
82. DePaulo, B., & Friedman, H. (1998). Nonverbal communication. In D. Gilbert, S. Fiske & G. Lindzey (Eds.), The handbook of social psychology (4th ed., pp. 3-40). Boston: McGraw-Hill.
83. DePaulo, B., Lindsay, J., Malone, B., Muhlenbruck, L., & Cooper, H. (2003). Clues to deception. Psychological Bulletin, 129, 74-112.
84. DePaulo, B., & Rosenthal, R. (1979). Ambivalence, discrepancy and deception in nonverbal communication. In R. Rosenthal (Ed.), Skill in nonverbal communication (pp. 204-248). Cambridge, MA: Oelgeschlager, Gunn, & Hain.
85. Dion, K. (1972). Physical attractiveness and evaluations of children's transgressions. Journal of Personality and Social Psychology, 24, 207-213.
86. Dorman, J. (2002). Classroom environment research: Progress and possibilities. Queensland Journal of Educational Research, 18, 112-140.
87. Dweck, C. (1999). Self theories: Their role in motivation, personality and development. Philadelphia: Psychology Press.
88. Dweck, C., & Elliott, E. (1983). Achievement motivation. In P. Mussen (Series Ed.) and E. Hetherington (Vol. Ed.), Handbook of child psychology, Vol. 4,Socialization, personality, and social development (4th ed., pp. 643-691). New York: Wiley.
89. Eden, D. (1990). Pygmalion in management: Productivity as a self-fulfi lling prophecy. Lexington, MA: Lexington Books.
90. Eden, D. (1992). Self-fulfi lling prophecy as a management tool: Harnessing Pygmalion. Academy of Management Review, 9, 64-73.
91. Ekman, P. (1984). Expression and the nature of emotion. In K. Scherer & P. Ekman (Eds.), Approaches to emotion (pp. 319-343). Hillsdale, NJ: Lawrence Erlbaum Associates.
92. Ekman, P. (1985). Telling lies. New York: Norton.
93. Ekman, P., & Friesen, W. (1969a). The repertoire of nonverbal behavior: Categories, origins and coding. Semiotica, 1, 49-98.
94. Ekman, P., & Friesen, W. (1969b). Nonverbal leakage and clues to deception. Psychiatry, 32, 88-106.
95. Ekman, P., & Friesen, W. (1971). Constants across cultures in the face and emotion. Journal of Personality and Social Psychology, 17, 124-129.
96. Ekman, P., & Friesen, W. (1978). Facial Action Coding System: A technique for the measurement of facial movement. Palo Alto, CA: Consulting Psychologist Press.
97. Elias, M., & Schwab, Y. (2006). From compliance to responsibility: Social and emotional learning and classroom management. In C. Everston & C. Weinstein (Eds.), Handbook of classroom management: Research, practice and contemporary issues (pp. 309-341). Mahwah, NJ: Lawrence Erlbaum Associates.
98. Elliott, E., & Dweck, C. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5-12.
99. Elliott, E., & Dweck, C. (2005). Handbook of competence and motivation. New York: Guilford Press.
100. Elliott, E., & Harackiewicz, J. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70, 461-475.
101. Ellis, A., & Dryden, W. (2007). The practice of rational emotive behavior therapy (2nd ed.). Dordrecht, the Netherlands: Springer.
102. Emmer, E. (1994). Teacher emotions and classroom management. Paper presented at the annual meeting of the American Educational Research Association. Atlanta, GA.
103. Emmer, E., & Gerwels, M. (2006). Classroom management in middle and high school classrooms. In C. Everston & C. Weinstein (Eds.), Handbook of classroom management: Research, practice and contemporary issues (pp. 407-437). Mahwah, NJ: Lawrence Erlbaum Associates.
104. Everston, C., Emmer, E., & Worsham, M. (2003). Classroom management for elementary teachers (5th ed.). Boston: Allyn & Bacon.
105. Everston, C., & Weinstein, C. (Eds.). (2006a). Handbook of classroom management: Research, practice and contemporary issues. Mahwah, NJ: Lawrence Erlbaum Associates.
106. Everston, C., & Weinstein, C. (2006b). Classroom management as a fi eld of inquiry. In C. Everston & C. Weinstein (Eds.), Handbook of classroom management: Research, practice and contemporary issues (pp. 3-15). Mahwah, NJ: Lawrence Erlbaum Associates.
107. Feldman, R. (Ed.). (1992). Applications of nonverbal behavioral theories and research. Hillsdale, NJ: Lawrence Erlbaum Associates.
108. Festinger, L. (1954). A theory of social comparison processes. Human Relations, 7, 117-140.
109. Festinger, L. (1957). A theory of cognitive dissonance. Stanford, CA: Stanford University Press.
110. Fiedler, F. (1978). The contingency model and the dynamics of the leadership process. In L. Berkowitz (Ed.), Advances in experimental social psychology (Vol. 12, pp. 59-112). New York: Academic Press.
111. Fiedler, F. (1981). Leadership effectiveness. American Behavioral Scientist, 24, 619-632.
112. Flanders, N. (1970). Analyzing teacher behavior. Reading, MA: Addison Wesley.
113. Frank, M. (2005). Research methods in detecting deception research. In J. Harrigan, R. Rosenthal & K. Scherer (Eds.), The new handbook of methods in nonverbal behavior research (pp. 341-368). Oxford: Oxford University Press.
114. Fraser, B. (1991). Two decades of classroom environment research. In B. Fraser & H. Walberg (Eds.), Educational environments: Evaluation, antecedents and consequences (pp. 3-27). London: Pergamon Press.
115. Fraser, B. (1994). Research on classroom and school climate. In D. Gabel (Ed.), Handbook of research in science teaching and learning (pp. 493-541). New York: Macmillan.
116. Fraser, B. (1998). Classroom environment instruments: Development, validity and application. Learning Environment Research, 1, 7-34.
117. Fraser, B., Anderson, G., & Walberg, H. (1982). Assessment of learning environments: Manual for Learning Environment Inventory (LEI) and My Class Inventory (MCI). (3rd vers.). Perth, Australia: Western Australian Institute of Technology.
118. Fraser, B., & Fisher, D. (1983). Use of actual and preferred classroom environment scales in person-environment fi t research. Journal of Educational Psychology, 75, 303-313.
119. Fraser, B., & O'Brien, P. (1985). Student and teacher perceptions of the environment of elementary-school classrooms. Elementary School Journal, 85, 567-580.
120. Freiberg, H. J. (Ed.). (1999). Beyond behaviorism: Changing the classroom management paradigm. Needham Heights, MA: Allyn & Bacon.
121. Freiberg, H. J., & Lapointe, J. (2006). Research-based programs for preventing and solving discipline problems. In C. Everston & C. Weinstein (Eds.), Handbook of classroom management: Research, practice and contemporary issues (pp. 735-786). Mahwah, NJ: Lawrence Erlbaum Associates.
122. French, J., & Raven, B. (1959). The bases of social power. In D. Cartwright (Ed.), Studies in social power (pp. 150-167). Ann Arbor, MI: University of Michigan Press.
123. Freud, A. (1946). The ego and the mechanisms of defense. New York: International Universities Press.
124. Friedman, I. (1993). Burnout in teachers: The concept and its unique core meaning. Educational and Psychological Measurement, 53, 1035-1044.
125. Friedman, I. (1995). Student behavior patterns contributing to teacher burnout. Journal of Educational Research, 88, 281-289.
126. Friedman, I. (2000). Burnout in teachers: Shattered dreams of impeccable professional performance. Journal of Clinical Psychology, 56, 595-606.
127. Friedman, I. (2006). Classroom management and teacher stress. In C. Everston & C. Weinstein (Eds.), Handbook of classroom management: Research, practice and contemporary issues (pp. 925-944). Mahwah, NJ: Lawrence Erlbaum Associates.
128. Fromm, E. (1941). Escape from freedom. New York: Rinehart. British version:
129. Fromm, E. (1941). The fear of freedom. London: Routledge.
130. Gada-Jain, N. (1999). Intentional synchrony effects on job interview evaluation, Unpublished Master Thesis, University of Toledo.
131. Gewirtz, J. (1967). Deprivation and satiation of social stimuli as determinants of their reinforcing effi cacy. In J. Hill (Ed.), Minnesota Symposium on child Psychology (Vol. I). Minneapolis: University of Minnesota Press.
132. Gewirtz, J. (1969). Potency of a social reinforcer as a function of satiation and recovery. Developmental Psychology, 1, 2-13.
133. Goethals, G., & Darley, J. (1987). Social comparison theory: Self-evaluation and group life. In B. Mullen & G. Goethals (Eds.), Theories of group behavior (pp. 21-47). New York: Springer Verlag.
134. Goffman, I. (1956). The presentation of self in everyday life. New York: Doubleday.
135. Goh, S., & Fraser, B. (1998). Teacher interpersonal behavior: Classroom environment and student outcomes in primary mathematics in Singapore. Learning Environments Research, 1, 199-229.
136. Good, T., & Brophy, J. (1972). Behavioral expression of teacher attitudes. Journal of Educational Psychology, 63, 617-624.
137. Good, T., & Brophy, J. (1974). Changing student and teacher behavior: An empirical examination. Journal of Educational Psychology, 66, 390-405.
138. Good, T., & Brophy, J. (1990). Educational psychology: A realistic approach (4th ed.). Reading, MA: Addison-Wesley.
139. Good, T., & Brophy, J. (2003). Looking at classrooms (9th ed.). Boston: Allyn & Bacon.
140. Good, T., & Weinstein, R. (1986). Teacher expectations: A framework for exploring classrooms. In K. Zumwalt (Ed.), Improving teaching. (The 1986 ASCD Yearbook). Alexandria, VA: Association for Supervision and Curriculum Development.
141. Hall, J. (1978). Gender effects in decoding nonverbal cues. Psychological Bulletin, 85, 845-857.
142. Hall, J. (1984). Nonverbal sex differences: Communication accuracy and expressive style. Baltimore: The Johns Hopkins University Press.
143. Hall, J. (1998). How big are nonverbal sex differences? The case of smiling and sensitivity to nonverbal cues. In D. Canary & K. Dindia (Eds.), Sex differences and similarities in communication: Critical essays and empirical investigations of sex and gender in interaction (pp. 155-177). Mahwah, NJ: Lawrence Erlbaum Associates.
144. Harackiewicz, J., Barron, K., Pintrich, P., Elliott, A., & Thrash, T. (2002). Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 94, 638-645.
145. Hargreaves, D. (1975). Interpersonal relations and education. London: Routledge and Kegan Paul.
146. Harris, M., & Rosenthal, R. (1985). Mediation of interpersonal expectancy effects: 31 meta-analyses. Psychological Bulletin, 97, 363-386.
147. Harris, M., & Rosenthal, R. (2005). No more teachers' dirty looks: Effects of teacher nonverbal behavior on student outcomes. In R. Riggio & R. Feldman (Eds), Applications of nonverbal communication (pp. 157-192). New York: Routledge.
148. Hart, A. (1995). Naturally occurring expectation effects. Journal of Personality and Social Psychology, 68, 109-115.
149. Hersey, P., & Blanchard, K. (1982). Management of organizational behavior (4th ed.). Englewood Cliffs, NJ: Prentice-Hall.
150. Hidi, S., & Harackiewicz, J. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70, 151- 179.
151. Homans, G. (1961). Social behaviour: It's elementary forms. London: Routledge and Kegan Paul.
152. Hyman, I., Bryony, K., Tabori, A., Weber, M., Mahon, M., & Cohen, I. (2006). Bullying: Theory, research, and interventions. In C. Everston & C. Weinstein (Eds.), Handbook of classroom management: Research, practice and contemporary issues (pp. 855-884). Mahwah, NJ: Lawrence Erlbaum Associates.
153. Jack, S., & Ronan, K. (2008). Bibliotherapy practice and research. School Psychology International, 29, 161-182.
154. Jones, V. (2006). How do teachers learn to be effective classroom managers? In C. Everston & C. Weinstein (Eds.), Handbook of classroom management: Research, practice and contemporary issues (pp. 887-907). Mahwah, NJ: Lawrence Erlbaum Associates.
155. Jussim, L., & Harber, K. (2005). Teacher expectations and self-fulfi lling prophecies: Knowns and unknowns, resolved and unresolved controversies. Personality and Social Psychology Review, 9, 131-155.
156. Jussim, L., Smith, A., Madon, S., & Palumbo, P. (1998). Teacher expectations. In J. Brophy (Ed.), Advances in research on teaching: Expectations in the classroom (Vol. 7, pp. 1-48). Greenwich, CT: JAI Press.
157. Kahneman, D., Slovic, P., & Tversky, A. (Eds.). (1982). Judgment under uncertainty: Heuristics and biases. New York and Cambridge: Cambridge University Press.
158. Kelman, H. (1958). Compliance, identifi cation, and internalization: Three processes of attitude change. Journal of Confl ict Resolution, 2, 51-60.
159. Koneya, M. (1976). Location and interaction in row-and-column seating arrangements. Environment and Behavior, 8, 265-282.
160. Kounin, J. (1970). Discipline and group management in classrooms. New York: Holt, Rinehart & Winston.
161. Kruglanski, A., & Mayseless, O. (1990). Classic and current social comparison research: Expanding the perspective. Psychological Bulletin, 108, 195-208.
162. Landrum, T., & Kauffman, J. (2006). Behavioral approaches to classroom management. In C. Everston & C. Weinstein (Eds.), Handbook of classroom management: Research, practice and contemporary issues (pp. 47-71). Mahwah, NJ: Lawrence Erlbaum Associates.
163. Landsberger, H. (1958). Hawthorne revisited. Ithaca, NY: Cornell University Press.
164. Lee, M., Matsumoto, D., Kobayashi, M., Krupp, D., Maniatis, E., & Roberts, W. (1992). Cultural infl uences on nonverbal behavior in applied settings. In R. Feldman (Ed.), Applications of nonverbal behavioral theories and research (pp. 239-261). Hillsdale, NJ: Lawrence Erlbaum Associates.
165. Lewin, K. (1951). Field theory in social science: Selected theoretical papers. D. Cartwright (Ed.). New York: Harper & Row.
166. Lewin, K., Lippitt, R., & White, R. (1939). Patterns of aggressive behavior in experimentally created social climates. Journal of Social Psychology, 10, 271-299.
167. MacAuley, D. (1990). Classroom environment: A literature review. Educational Psychology, 10, 239-253.
168. Marrow, A. (1969). The practical theorist: The life and work of Kurt Lewin. New York: Basic Books.
169. Marzano, R., & Marzano, J. (2003). The key to classroom management. Educational Leadership, 61, 6-18.
170. Maslach, C., & Leiter, M. (1999). Teacher burnout: A research agenda. In R. Vandenberghe & A. Huberman (Eds.), Understanding and preventing teacher burnout (pp. 295-303). Cambridge, UK: Cambridge University Press.
171. Maslow, A. (1943). A theory of human motivation. Psychological Review, 50, 370-396.
172. Maslow, A. (1954). Motivation and personality. New York: Harper & Row.
173. Mayo, E. (1933). The human problems of an industrial civilization. New York: MacMillan.
174. McClelland, D. (1953). The achievement motive. New York: Appleton-Century-Crofts.
175. McCroskey, P., & Richmond, J. (1992). Increasing teacher infl uence through immediacy. In V. Richmond & J. McCroskey (Eds.), Power in the classroom: Communication, control and concern (pp. 101-119). Hillsdale, NJ: Lawrence Erlbaum Associates.
176. Mehrabian, A. (1966). Immediacy: An indicator of attitudes in linguistic communication. Journal of Personality, 34, 26-34.
177. Mehrabian, A. (1971). Silent messages. Belmont, CA: Wadsworth.
178. Mehrabian, A. (1972). Nonverbal communication. Chicago: Aldine-Atherton.
179. Moore, D., & Glynn, T. (1984). Variation in question rate as a function of position in the classroom. Educational Psychology, 4, 233-248.
180. Moos, R. (1974). The social climate scales: An overview. Palo alto, CA: Consulting Psychologists Press.
181. Moos, R. (1978). A typology of junior and high school classrooms. American Educational Research Journal, 15, 53-66.
182. Moos, R., & Trickett, E. (1987). Classroom Environment Scale Manual (2nd ed.). Palo Alto, CA: Consulting Psychologists Press.
183. Moreno, J. (1934). Who shall survive? New York: Beacon House.
184. Moreno, J. (1943). Sociometry in the classroom. Sociometry, 6, 425-428.
185. Moreno, J. (Ed.). (1960). The sociometry reader. Glencoe, Il: The Free Press.
186. Murray, H. (1983a). Low-inference classroom teaching behaviors and students' ratings of college teaching effectiveness. Journal of Educational Psychology, 75, 138-149.
187. Murray, H. (1983b). Low- inference classroom teaching behaviors in relation to six measures of college teaching effectiveness. In J. G. Donald (Ed.), Proceedings of the conference on the evaluation and improvement of university teaching: The Canadian experience. Montreal: Center for Teaching and Learning Services, McGill University.
188. Murray, H. (1938). Explorations in personality. Oxford: Oxford University Press.
189. Nash, B. (1981). The effects of classroom spatial organization on four and fi veyear old children's learning. British Journal of Educational Psychology, 51, 144-155.
190. Nash, R. (1976). Pupils' expectations of their teachers. In M. Stubbs & S. Delamont (Eds.), Explorations in classroom observation (pp. 83-98). London: John Wiley.
191. Nicholls, J. (1984). Concepts of ability and achievement motivation. In R. Ames & C. Ames (Eds.), Research on motivation in education: Vol. 1, Student motivation (pp. 39-73). New York: Academic Press.
192. Nickols, F. (2003). Four change management strategies. www.nickols.us.
193. Nisan, M. (1991). The moral balance model: Theory and research extending our understanding of moral choice and deviation. In J. Gewirtz & W. Kutines (Eds.), Handbook of moral behavior and development (Vol. 3, pp. 213-250). Hillsdale, NJ: Lawrence Erlbaum Associates.
194. O'Leary, K., & O'Leary, S. (1972). Classroom management. New York: Pergamon Press.
195. Pellegrini, A., & Blatchford, P. (2000). The child at school: Interactions with peers and teachers. New York: Oxford University Press.
196. Perry, R. (1991). Perceived control in college students: Implications for instruction in higher education. In J. Smart (Ed.), Higher education: Handbook of theory and research (Vol. 7, pp. 1-56). New York: Agathon Press.
197. Perry, R. (2003). Perceived (academic) control and causal thinking in achievement settings. Canadian Psychologist, 44, 312-331.
198. Perry, R., Hall, N., & Ruthig, J. (2007). Perceived (academic) control and scholastic attainment in higher education. In R. Perry & J. Smart (Eds.), The scholarshipof teaching and learning in higher education: An evidence-based perspective (pp. 477-551). Dordrecht, The Netherlands: Springer Publications.
199. Philippot, P., Feldman, R., & McGee, G. (1992). Nonverbal behavioral skills in an educational context: Typical and atypical populations. In R. Feldman (Ed.), Applications of nonverbal behavioral theories and research (pp. 191-213). Hillsdale, NJ: Lawrence Erlbaum Associates.
200. Pianta, R. (2006). Classroom management and relationships between children and teachers: Implications for research and practice. In C. Everston & C. Weinstein (Eds.), Handbook of classroom management: Research, practice and contemporary issues (pp. 685-710). Mahwah, NJ: Lawrence Erlbaum Associates.
201. Pines, A., & Aronson, E. (1988). Career burnout: Causes and cures. New York: Free Press.
202. Riggio, R. (1992). Social interaction skills and nonverbal behavior. In R. Feldman (Ed.), Applications of nonverbal behavioral theories and research (pp. 3-30). Hillsdale, NJ: Lawrence Erlbaum Associates.
203. Riggio, R., & Feldman, R. (Eds.). (2005). Applications of nonverbal communication. New York: Routledge.
204. Rogers, C. (1951). Client-centered therapy: Its current practice, implications and theory. London: Constable.
205. Rogers, C. (1959). A theory of therapy, personality and interpersonal relationships as developed in the client-centered framework. In S. Koch (Ed.), Psychology: A study of science. Vol. 3: Formulations of the person and the social context. New York: McGraw-Hill.
206. Rogers, C. (1961). On becoming a person: A therapist's view of psychotherapy. London: Constable.
207. Rogers, C., & Freiberg, H. J. (1994). Freedom to learn (3rd ed.). Columbus, Ohio: Merrill.
208. Rokeach, M. (1954). The nature and meaning of dogmatism. Psychological Review, 61, 194-204.
209. Rokeach, M. (1960). The open and closed mind. New York: Basic Books.
210. Rosenthal, R. (1963). On the social psychology of the psychological experiment: The experimenter's hypothesis as unintended determinant of experimental results. American Scientist, 51, 268-283.
211. Rosenthal, R. (1966). Experimenter effects in behavioral research. New York: Appleton-Century-Crofts.
212. Rosenthal, R. (1973). On the mediation of Pygmalion effects: A four factor "theory". Papua New Guinea Journal of Education, 9, 1-12.
213. Rosenthal, R. (1979). Skill in nonverbal communication. Cambridge, MA: Oelschlager, Gunn, & Hain.
214. Rosenthal, R. (1989, August). The affect/effort theory of the mediation of interpersonal expectancy effects. Donald T. Campbell Award Address, Annual convention of the American Psychological Association, New Orleans.
215. Rosenthal, R., & DePaulo, B. (1979). Sex differences in eavesdropping of nonverbal cues. Journal of Personality and Social Psychology, 37, 273-285.
216. Rosenthal, R., Hall, J., DiMatteo, R., Rogers, P. & Archer, D. (1979). Sensitivity to nonverbal communication: The PONS test. Baltimore: The Johns Hopkins University Press.
217. Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom. New York: Holt, Rinehart and Winston.
218. Rosenthal, R., & Rosnow, R. (1991). Essentials of behavioral research: Methods and data analysis (2nd ed.). New York: McGraw-Hill.
219. Rotter, J. (1954). Social learning and clinical psychology. New York: Prentice-Hall.
220. Rotter, J. (1966). Generalized expectations of internal versus external control of reinforcements. Psychological Monographs, 80, (Whole No. 609).
221. Rubovitz, P., & Maehr, M. (1973). Pygmalion Black and White. Journal of Personality and Social Psychology, 25, 210-218.
222. Schmuck, R. (1978). Helping teachers improve classroom group processes. Journal of Applied Behavioral Science, 4, 401-435.
223. Schmuck, R., & Schmuck, P. (1975). Group processes in the classroom (2nd ed.). Dubuque, Iowa: Wm. C. Brown Company.
224. Schutz, W. (1958). FIRO: A three-dimensional theory of interpersonal behavior. New York: Rinehart.
225. Sherif, M., Harvey, O., White, B., Hood, W., & Sherif, C. (1961). Intergroup confl ict and cooperation: The Robbers' Cave experiment. . Norman, OK: Institute of Group Relations.
226. Silberman, M. (1969). Behavioral expression of teacher attitudes toward elementary school students. Journal of Educational Psychology, 60, 402-407.
227. Silberman, M. (1971). Teachers' actions and attitudes toward their students. In M. Silberman (Ed.), The experience of schooling. New York: Holt, Rinehart and Winston.
228. Snyder, M. (1987). Public appearances/private realities: The psychology of selfmonitoring. New York: Freeman.
229. Sommer, R. (1967). Classroom ecology. Journal of Applied Behavioral Science, 3, 489-503.
230. Steinberg, L. (1996). Beyond the classroom: Why school reform has failed and what parents need to know. New York: Simon and Schuster.
231. Stires, L. (1980). Classroom seating location, student grades and attitudes: Environment or self-selection? Environment and Behavior, 12, 241-254.
232. Superka, D., Ahrens, C., & Hedstrom, J. (Eds.). (1976). Values education sourcebook. Boulder, CO: Social Science Education Consortium.
233. Tal, Z. (1987). Teachers' differential behavior toward their students: Investigation of the "teacher's pet phenomenon." Doctoral dissertation, Hebrew University of Jerusalem, Israel.
234. Tal, Z., & Babad, E. (1989). The "teacher's pet" phenomenon as viewed by Israeli teachers and students. Elementary School Journal, 90, 99-110.
235. Tal, Z., & Babad, E. (1990). The teacher's pet phenomenon: Rate of occurrence, correlates, and psychological costs. Journal of Educational Psychology, 82, 637-645.
236. Thibaut, J., & Kelley, H. (1959). The social psychology of groups. New York: Wiley.
237. Tversky, A., & Kahneman, D. (1974). Judgment under uncertainty: Heuristics and biases. Science, 185, 1124-1130.
238. Vrij, A. (2000). Detecting lies and deceit: The psychology of lying and its implications for professional practice. Chichester: John Wiley and Sons.
239. Walberg, H. (1981). A psychological theory of educational productivity. In F. Farley & N. Gordon (Eds.), Psychology and education: The state of the union (pp. 81-108). Berkeley, CA: McCutchan.
240. Walberg, H., & Anderson, G. (1968). Classroom climate and individual learning. Journal of Educational Psychology, 59, 414-419.
241. Watzlawick, P., Weakland, J., & Fisch, R. (1974). Change: Principles of problem formation and problem resolution. New York: Norton.
242. Weiner, B. (1992). Human motivation: Metaphors, theories and research. Newberry Park, CA: Sage Publications.
243. Weinstein, C. (1979). The physical environment of the school: A review of the research. Review of Educational Research, 49, 577-610.
244. Weinstein, C. (1999). Refl ections on best practices and promising programs: Beyond assertive classroom discipline. In H. J. Freiberg (Ed.), Beyond Behaviorism (pp. 147-163). Needham Heights, MA: Allyn & Bacon.
245. Weinstein, R. (2002). Reaching higher-the power of expectations in schooling. Cambridge, MA: Harvard University Press.
246. Weinstein, R., Marshall, H., Brattesani, K., & Middlestadt, S. (1982). Student perceptions of differential teacher treatment in open and traditional classrooms. Journal of Educational Psychology, 75, 678-692.
247. Weinstein, R., Marshall, H., Sharp, L., & Botkin, M. (1987). Pygmalion and the students: Age and classroom differences in children's awareness of teacher expectations. Child Development, 58, 1079-1093.
248. Weinstein, R., & McKown, C. (1998). Expectancy effects in "context": Listening to the voices of students and teachers. In J. Brophy (Ed.), Advances in research on teaching: Expectations in the classroom (Vol. 7, pp. 215-242). Greenwich, CT: JAI Press.
249. Weinstein, R., & Middlestadt, S. (1979). Student perceptions of teacher interaction with male high and low achievers. Journal of Educational Psychology, 71, 421-431.
250. Wentzel, K. (2006). A social motivation perspective for classroom management. In C. Everston & C. Weinstein (Eds.), Handbook of classroom management: Research, practice and contemporary issues (pp. 619-643). Mahwah, NJ: Lawrence Erlbaum Associates.
251. Wheldall, K., & Lam, Y. (1987). Rows versus tables. II. The effects of two classroom seating arrangements on classroom disruption rate, on-task behaviour and teacher behaviour in three special school classes. Educational Psychology, 7, 303-312.
252. White, R. (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66, 297-333.
253. Wineburg, S. (1987). The self-fulfi llment of the self-fulfi lling prophecy. Educational Researcher, 16, 28-44.
254. Witt, P., Wheeless, L., & Allen, M. (2004). A meta-analytical review of the relationship between teacher immediacy and student learning. Communication Monographs, 71, 184-207.
255. Wood, A. (1998). The effects of teacher enthusiasm on student motivation, selective attention, and text memory. Doctoral dissertation, University of Western Ontario. Dissertation Abstracts International, Section A: Humanities and Social Sciences. US, 1999 March 59 (9-A): p. 3355.
256. Wood, T., & McCarthy, C. (2000). Understanding and preventing teacher burnout. ERIC Digest. Washington, DC: ERIC Clearinghouse on Teaching and Teacher Education.
257. Woolfolk Hoy, A., & Weinstein, C. (2006). Student and teacher perspectives on classroom management. In C. Everston & C. Weinstein (Eds.), Handbook of classroom management: Research, practice and contemporary issues (pp. 181- 219). Mahwah, NJ: Lawrence Erlbaum Associates.
258. Zuckerman, M., DePaulo, B., & Rosenthal, R. (1986). Humans as deceivers and lie detectors. In P. Blanck, R. Buck & R. Rosenthal (Eds.), Nonverbal communication in the clinical context (pp. 13-35). University Park, PA: Pennsylvania State University Press.