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.

Preface. Acknowledgements. 1. Introduction 2. Research into Teachers' Expectations and their Effects 3. The Expectancy Process 4. Teachers' Perceptions of their Pupils 5. Pupils' Perceptions of their Teachers 6. Cognitive Responses to Success and Failure 7. The Intermediary Role of the Self-Concept 8. Conclusion. Bibliography. Index.