ABSTRACT

Educational Psychology and Transformational Classrooms uniquely positions teachers’ transformational experiences as central to understanding and implementing educational psychology research. Across three well-developed case studies using narrative inquiry methods, this volume explores moments of significant change, learning, and evolution in teaching and learning. Each case is followed by analyses from educational psychologists focusing on the three central actors in the learning experience—students, teacher, and context—and is then concluded with case authors’ responses to the analyses provided. Showcasing the holistic experience of teaching before unpacking it with theory and research, this book centers classroom life and posits educational psychology as an ideal and accessible lens for its examination.

chapter 1|9 pages

Introduction

Educational Psychology's Response to Transformational Experiences in the Classroom

chapter 2|11 pages

The Year of Isaiah

Classrooms as Transformational Places of Learning

chapter 3|8 pages

What Happened to Isaiah?

chapter 7|12 pages

Sounding Out

From “a-u says /aw/” to Critical Conversations

chapter 9|8 pages

Ms. Pollitt

A Novice Teacher's Varying and Interacting Experiences and Sources of Self-Efficacy Beliefs

chapter 10|8 pages

Creating a Climate for Critical Consciousness Sounding Out

Contextual Analysis

chapter 11|3 pages

Case Author Response

chapter 12|12 pages

The Annex

A Place In-Between

chapter 15|8 pages

The Power of Context

chapter 16|3 pages

Response