Literaturnachweis - Detailanzeige
| Autor/inn/en | Taylor, Angela R.; und weitere |
|---|---|
| Titel | Peer Status, Classroom Behavior, and Teacher Preference: A Developmental Study of Popular, Average, and Rejected Children. |
| Quelle | (1987), (13 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Elementary Education; Elementary School Students; Peer Acceptance; Popularity; Preschool Children; Preschool Education; Rejection (Psychology); Student Behavior; Teacher Attitudes |
| Abstract | Examined were teacher perceptions of the classroom behavior of socially rejected, popular, and average children at prekindergarten, primary and later elementary grade levels. Teachers' personal preferences for children who differed in sociometric status were also investigated, as were the behavioral determinants of these preferences. Subjects were 160 prekindergarten through fifth-grade children, including 78 boys and 82 girls, who were drawn from all seven classrooms in a laboratory elementary school in northern Maryland. Two measures were used to assess children's sociometric status: a friendship nomination measure on which children indicated the names of their three best friends in the classroom, and a sociometric rating scale on which children rated how much they liked to play with each of their classmates. Classroom teachers completed the Teacher-Child Rating Scale, a measure of social-emotional adjustment, and rated their personal preference, for each child in their class. The findings, which support previous research on the behavioral bases of peer status, suggest that teachers may have different personal expectations for younger children than for older ones. For younger children, teacher preference was more closely related to children's interpersonal relationship skills; whereas for older children, teacher preference was more influenced by the children's school and social coping skills. (RH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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