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.''
