School climate, social identity processes and school outcomes: Making the case for a group-level approach to understanding schools

Katherine J. Reynolds, Emina Subasic, Eunro Lee, David Bromhead

    Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

    13 Citations (Scopus)

    Abstract

    This innovative volume integrates social identity theory with research on teaching and education to shed new and fruitful light on a variety of different pedagogical concerns and practices. It brings together researchers at the cutting edge of new developments with a wealth of teaching and research experience. The work in this volume will have a significant impact in two main ways. First and foremost, the social identity approach that is applied will provide the theoretical and empirical platform for the development of new and creative forms of practice in educational settings. Just as the application of this theory has made significant contributions in organisational and health settings, a similar benefit will accrue for conceptual and practical developments related to learners and educators from small learning groups to larger institutional settings and in the development of professional identities that reach beyond the classroom. The chapters demonstrate the potential of applying social identity theory to education and will stimulate increased research activity and interest in this domain. By focusing on self, social identity and education, this volume investigates with unprecedented clarity the social and psychological processes by which learners personal and social self-concepts shape and enhance learning and teaching.
    Original languageEnglish
    Title of host publicationSelf and Social Identity in Educational Contexts
    PublisherTaylor and Francis
    Pages55-69
    Number of pages15
    ISBN (Electronic)9781317599760
    ISBN (Print)9781138815131
    DOIs
    Publication statusPublished - 1 Jan 2017

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