Pygmalion In The Classroom

This reissue of a classic book (the first edition of which sold 50,000 copies) explores the 'Pygmalion phenomenon', the self-fulfilling prophecy embedded in teachers' expectations.

The "Pygmalion Phenomenon" is the self-fulfilling prophecy embedded in teachers' expectations. Simply put, when teachers expect students to do well and show intellectual growth, they do; when teachers do not have such expectation performance and growth are not as encouraged and may in fact be discouraged in a number of ways.

Numerous studies show that people will rise, or fall, to the level where their superiors believe them capable. As a manager, it is up to you to have high expectations for your employees, and to communicate those expectations to them. In Pygmalion in Management, J. Sterling Livingston urges you to understand the power you have over your subordinates' success, and use it to benefit everyone involved. Since 1922, Harvard Business Review has been a leading source of breakthrough ideas in management practice. The Harvard Business Review Classics series now offers you the opportunity to make these seminal pieces a part of your permanent management library. Each highly readable volume contains a groundbreaking idea that continues to shape best practices and inspire countless managers around the world.

This 1993 volume explores a sub-area of social psychology - called interpersonal expectation - that studies how the expectation of one person affects the behavior of another.

Empowering striving writers to thrive as writers! Somehow, in every classroom during every year, there are students who keep us up at night because of the instructional challenges they face as writers. These students—our striving writers—may find success exploring different entry points and pathways than those their classmates travel. Every Child Can Write will help you lead striving writers along their journey toward growth, confidence, and success. Filled with practical strategies, classroom-management ideas,and reproducible tools, this book also offers low- and high-tech solutions for increasing writing volume and boosting self-esteem. Plus, with suggestions for differentiating instruction based on standards and student needs, it will help you: Implement principles of UDL to optimize your classroom environment and student learning; Identify and honor students’ strengths throughout your writing instruction; Maximize the power of formative assessment to set goals with students; and Integrate the most appropriate technology that empowers students and leads them to independence. As essential as writing is in elementary school, it will be even more important when your students reach middle school. Now is the time to give them the skills, practice, and confidence they need to succeed.

This reference work breaks new ground as an electronic resource. Utterly comprehensive, it serves as a repository of knowledge in the field as well as a frequently updated conduit of new material long before it finds its way into standard textbooks.

In this book, McLeod follows a group of students through a semester of writing assignments, tracking the students' progress and examining the affective elements relevant to their writing. To facilitate future discussion of these phenomena, McLeod also provides suggested definitions for terms in the affective domain.

Teachers often find that their training has not provided them with sufficient knowledge and understanding about underlying social forces and processes in their classrooms. This new book addresses this gap by focusing on the social psychology of the classroom, providing the relevant social psychological knowledge and facilitating the application of that knowledge in the practice of the teacher in the classroom. Elisha Babad discusses "the state of the art" of classroom management theory, research and practice and explores a full range of teacher and classroom experiences (such as teachers' differential behavior in the classroom and its psychological price, students' roles and relationships, and distinguishing between "educating" students and "changing" students). This exceptional book will be of interest to students and scholars of educational studies and educational psychology as well as for teachers-in-training, experienced teachers, and "educators-at-large."