Teacher and Student Perceptions: Implications for Learning(Psychology Revivals)

Originally published in 1983, the purpose of Teacher and Student Perceptions: Implications for Learning was to advance the emerging interdisciplinary dialogue regarding the origin and consequences of performance perceptions in school settings. The book is organized into three major sections. Section I deals with students’ and teachers' interpretation of achievement-related behaviors. Section II treats the impact of performance expectations in classrooms, and Section III contains work on the instructional design implications of social perception research. Each of these sections is followed by a discussant chapter that highlights important aspects of the proceeding contributions and suggests avenues for future research. Today it can be read in its historical context.

Preface Part I: Students’ and Teachers’ Interpretation of Achievement-Related Behaviours 1. Defining Success in Classroom Settings Irene Hanson Frieze, William D. Francis and Barbara Hartman Hanusa 2. Social Comparison and Education John M. Levine 3. Speculations Regarding the Role of Affect in Achievement-Change Programs Guided by Attributional Principles Bernard Weiner 4. Teachers’ Thinking About Problem Students Mary M. Rohrkemper and Jere E. Brophy 5. Teachers’ Attributions for Their Own Teaching Russell Ames 6. Student and Teacher Perceptions: A Review of Five Position Papers Thomas L. Good Part II: Impact of Performance Expectations in Classrooms 7. Teacher Talk and Student Thought: Socialization into the Student Role Phyllis C. Blumenfeld, V. Lee Hamilton, Steven T. Bossert, Kathleen Wessels and Judith Meece 8. Communication of Teacher Expectations to Students Harris M. Cooper 9. Development and Consequences of Students’ Sense of Personal Control Margaret C. Wang 10. Modeling Young Children’s Performance Expectations Doris R. Entwisle and Leslie Alec Hayduk 11. What is an Attribution that Thou Art Mindful of It? Donald M. Baer Part III: Social Perception and Schooling: Instructional Design Implications 12. Extrinsic Reward and Intrinsic Motivation: Implications for the Classroom Mark R. Lepper 13. Intrinsic and Extrinsic Motivational Orientations: Limiting Conditions on the Undermining and Enhancing Effects of Reward on Intrinsic Motivation Thane S. Pittman, Ann K. Boggiano and Diane N. Ruble 14. Non-Cognitive Outcomes of Cooperative Learning Robert E. Slavin 15. Impact of the Role of Tutor on Behavior and Self-Perceptions Vernon L. Allen 16. Intrinsic Motivation, Peer Tutoring, and Cooperative Learning: Practical Maxims Richard deCharms. Author Index. Subject Index.

John M. Levine

Margaret C. Wang