Improving Middle School Teachers' Self-Reported Use of Social Dynamics Management Practices

Autor/inn/en	Norwalk, Kate E.; Dawes, Molly; Hamm, Jill V.; Farmer, Thomas W.
Titel	Improving Middle School Teachers' Self-Reported Use of Social Dynamics Management Practices
Quelle	In: Journal of Applied School Psychology, 37 (2021) 2, S.109-126 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2020.1799129
Schlagwörter	Middle School Students; Peer Relationship; Classroom Techniques; Social Isolation; Teacher Role; Faculty Development; Teaching Methods; Student Behavior; Intervention; Grade 6; Middle School Teachers; Comparative Analysis; Interpersonal Competence; Program Descriptions + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Peer-Beziehungen; Klassenführung; Soziale Isolation; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Student behaviour; Schülerverhalten; School year 06; 6. Schuljahr; Schuljahr 06; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Interpersonale Kompetenz
Abstract	The purpose of the present study was to assess the effects of a professional development program on sixth grade teachers' use of social dynamics management (SDM) practices. SDM practices represent teachers' active attempts to incorporate classroom social dynamics into everyday instructional and behavior management strategies. Sixth grade teachers (n = 17) from two middle schools were randomly assigned to receive the Supporting Early Adolescent Learning and Social Success (SEALS) or to a business-as-usual control condition. Teachers who received the training and consultation provided by SEALS reported more frequent use of SDM practices aimed at managing the general social dynamics of their students and supporting youth who are socially isolated. The latter effect was maintained at a post-intervention follow-up. These results build on a growing body of research on the role of teachers in shaping their students' peer relationships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01