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ERIC Number: ED519000
Record Type: Non-Journal
Publication Date: 2011
Pages: 10
Abstractor: ERIC
Reference Count: 29
ISBN: N/A
ISSN: N/A
Teaching Practices and Peer Network Features in Elementary Classrooms
Gest, Scott D.; Rodkin, Philip C.
Society for Research on Educational Effectiveness
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.)
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
Publication Type: Reports - Research
Education Level: Elementary Education; Grade 1; Grade 3; Grade 5; Intermediate Grades; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Location: Illinois; Pennsylvania