If a theory of education is to be helpful to the practising
teacher, it must take the social context of learning into account.
Originally published in 1982, Colin Rogers does just this,
exploring the implications of two decades' detailed research in to
the social psychology of teaching and learning. The central theme
that emerges from this study is the importance of the still
controversial 'teacher-expectancy effect' - the effect of teachers'
expectations on the performance of pupils. By examining in detail
the claims made by those who believe that the expectations of
teachers can influence levels of pupils' academic attainment, the
book shows the complexity of interpersonal interaction and
perception within the classroom and the nature of problems involved
in studying these. It also focuses on the way that the mutual
perceptions of teachers and pupils themselves affect, and are
affected by, other aspects of life in a school; and extensive use
is made of research conducted in British schools to illustrate
major points. The conclusion of the study was that it is the
classroom - the very environment in which teachers and pupils
interact - rather than teacher training that may need reform.
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