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Educational Psychology Series: Gender Influences in Classroom Interaction compiles papers presented at a conference funded by the National Institute of Education and held at the Wisconsin Center for Education Research, University of Wisconsin—Madison in October 1983. This book focuses on the interactional influences that may be related to differential classroom experiences for females and males. A diversity of issues that have a bearing on gender-related influences, such as contextual factors and teacher and student characteristics, from both theoretical and empirical perspectives are also deliberated. This compilation is addressed primarily to researchers, but is also useful to teachers, educational policy makers, and others who want to insure every child, regardless of gender or other status, the opportunity of a rewarding and challenging education.
This text utilizes a three stage approach to classroom behaviour management to assist teachers to avoid behaviour problems, manage those that cannot be avoided and resolve those that cannot be managed.
First published in 1985. This volume contains ten short pieces focusing on methodological issues, definitional problems, and new questions-both empirical and theoretical-that had been inspired by the social psychological study of women in the last decade. The material submitted was rich and varied, and offered an exciting' 'new look" at the current and potential contribution of the study of sex and gender to social psychology.
With more than half the papers new to this book, the fourth edition of Readings in Managerial Psychology represents a substantial revision of this popular text. This edition focuses more than ever on the managing process, both within and between organizations, and such "soft" issues as managing creativity and imagination, managers' values and beliefs, and organizational culture play a larger role than they have before. Readings in Managerial Psychology is designed for managers in business and industry, students of management, public and university administrators, and executives in other organizations. The collection can be used independently or as a companion volume to Harold J. Leavitt and Homa Bahrami's Managerial Psychology: Managing Behavior in Organizations (5th edition, 1988), also published by the University of Chicago Press.
The papers presented in this volume seek to illuminate relationships among the cognitive style of field dependence- independence and biological, psychological, and sociocultural aspects of human functioning across the life span. The book begins by addressing fundamental issues concerning the role of cognitive style in human development. The remainder of the text treats cognitive style in relation to biological, psychological, and sociocultural functioning. Also included is a summary of directions for future research.
This book is a compilation and update of a group of provocative papers presented at the Radcliffe College invitational conference, "Perspectives on the Patterns of an Era: Family, Work, and Education." A scholarly event saluting Radcliffe's centenary, the conference examined a range of indicators of social change, particularly as they relate to women in America in the last two decades. The program was interdisciplinary, bringing together scholars from economics, history, psychology, sociol ogy, and psychiatry. Each conference participant was asked to explore, theoretically and empirically, the lessons of our social history and, as much as possible, to separate myth from reality with regard to recent changes in patterns of family life, work, and education. Particular emphasis was given to the examination of the rapid changes-or what have been assumed to be the rapid changes-of the last two decades. In addition, participants ana lyzed the perceived and actual costs and benefits associated with chang ing lifestyles, for women and men as individuals and for society as a whole. Finally, they considered the implications of their findings for the future and identified areas for further research.