Teaching Practices and Peer Network Features in Elementary Classrooms

Autor/inn/en	Gest, Scott D.; Rodkin, Philip C.
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Teaching Practices and Peer Network Features in Elementary Classrooms
Quelle	(2011), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary School Teachers; Teacher Influence; Teaching Methods; Teacher Student Relationship; Social Environment; Social Networks; Social Support Groups; Peer Relationship; Friendship; Elementary School Students; Grade 1; Grade 3; Grade 5; Student Attitudes; Academic Achievement; Illinois; Pennsylvania + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Soziales Umfeld; Social network; Soziales Netzwerk; Social support; Soziale Unterstützung; Peer-Beziehungen; Freundschaft; School year 01; 1. Schuljahr; Schuljahr 01; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Schülerverhalten; Schulleistung
Abstract	The long-term goal of this program of research is to clarify how teachers may influence features of peer networks that, in turn, may affect students' perceptions of social support, achievement-related beliefs and academic achievement. As a first step in this process, in this study the authors focus on identifying teaching practices that are associated with features of classroom peer networks. They expected that both general patterns of teacher-student interaction and more active attempts to manage the social network would be associated with the overall richness and hierarchical organization of friendship ties in elementary school classrooms. They expected that general levels of emotional support would be especially relevant in setting a positive emotional context for the development of rich friendship ties. They expected that teachers more explicit efforts to promote friendships and to reduce behavioral disruptions by separating students at risk of behavior problems would foster a setting more conducive to friendship development. They expected that teachers who sought to counteract the predominance of academic skills as a social organizer--structurally built in to most classrooms in the form of instructional reading groups--would serve to counteract strong hierarchies in the friendship network. Appended are: (1) References; and (2) Tables and Figures. (Contains 2 tables.) (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10