Edward Seidman

About

Edward Seidman is a Professor of Applied Psychology at NYU Steinhardt. His work focuses on understanding the operation of social settings such as families, classrooms, schools, peer groups, and community-based organizations where children and youth experience their formative daily interactions. He investigates social regularities—practices, transactions, and norms within these settings—and how they influence positive and negative developmental trajectories of youth. His research aims to inform the creation of programs and policies that promote positive youth development. Seidman's current research emphasizes providing teachers with feedback about their actual practices, examining how these practices change over time, and assessing their impact on student academic and socio-emotional learning, as well as teacher self-efficacy and job satisfaction, particularly in developing countries. His scholarly contributions include exploring social setting interventions, social processes in community psychology, and the development of an action science of social settings. He has authored and edited numerous publications in these areas, contributing significantly to the understanding of social interventions and community psychology.

Research topics

• Medicine
• Sociology
• Psychology
• Demography
• Art
• Visual arts
• Developmental psychology
• Medical education
• Clinical psychology

Selected publications

• Improving 21st-century teaching skills: The key to effective 21st-century learners

  Research in Comparative and International Education · 2019-02-28 · 485 citations

  articleOpen accessSenior author

  The development of competencies known as 21st-century skills are garnering increasing attention as a means of improving teacher instructional quality. However, a key challenge in bringing about desired improvements lies in the lack of context-specific understanding of teaching practices and meaningful ways of supporting teacher professional development. This paper focuses on the need to measure the social quality of teaching processes in a contextualized manner. We do so by highlighting the effo…

  PublisherOA PDFDOI

• An Emerging Action Science of Social Settings

  American Journal of Community Psychology · 2011-09-20 · 82 citations

  article1st authorCorresponding

  Seymour B. Sarason's innovative ideas have influenced much of my work. These same ideas-in particular, his concepts of social settings, behavioral and programmatic regularities, and the universe of alternatives-also serve as the foundation for an action science of social settings. Questions regarding theory, measurement, intervention, and research design and data analysis are central to the development of this action science, and there have been recent innovations in each of these areas. However…

  PublisherDOI

• Measuring and predicting process quality in Ghanaian pre-primary classrooms using the Teacher Instructional Practices and Processes System (TIPPS)

  Early Childhood Research Quarterly · 2018-01-01 · 59 citations

  articleOpen accessSenior author
  PublisherOA PDFDOI

• Navigating Middle Grades: Role of Social Contexts in Middle Grade School Climate

  American Journal of Community Psychology · 2014-05-15 · 46 citations

  articleSenior author

  During early adolescence, most public school students undergo school transitions, and many students experience declines in academic performance and social-emotional well-being. Theories and empirical research have highlighted the importance of supportive school environments in promoting positive youth development during this period of transition. Despite this, little is known about the proximal social and developmental contexts of the range of middle grade public schools US students attend. Usin…

  PublisherDOI

• Assessment of pedagogical practices and processes in low and middle income countries: Findings from secondary school classrooms in Uganda

  Teaching and Teacher Education · 2018-02-23 · 40 citations

  articleOpen access1st author
  PublisherOA PDFDOI

Recent grants

• NIH Grant R01MH043084

  NIH · $3.9M · 1997

Frequent coauthors

• Phillip Cadogan

  NHS Lothian

  64 shared

• Irene Rowlands

  NHS Lothian

  64 shared

• Kenneth Sclentvk Meetlllg

  NHS Lothian

  64 shared

• Vale Hospital

  Pennsylvania Hospital

  64 shared

• Swansea John Wiluam

  Huddersfield Royal Infirmary

  64 shared

• Samuel Cunon

  St James's University Hospital

  64 shared

• Abdullah Affara

  NHS Lothian

  64 shared

• Paul E. Mullen

  64 shared

Education

• PhD - Clinical Psychology, Psychology

  University of Kentucky

  1969

• MS - Psychology, Psychology

  Temple University

  1964

• BS, Psychology

  Pennsylvania State University

  1963

Similar researchers at New York University

• Niobe Wayh-47
• Diane Hughesh-37
• Joshua Aronsonh-37