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ERIC Number: EJ902518
Record Type: Journal
Publication Date: 2006
Pages: 5
Abstractor: As Provided
Reference Count: 11
ISBN: N/A
ISSN: ISSN-1087-3414
Using Sociograms to Identify Social Status in the Classroom
Leung, Brian P.; Silberling, Jessica
California School Psychologist, v11 p57-61 2006
Classroom climate, though difficult to define and assess, affects student learning especially in the elementary schools. Much of the current research focuses on the primary architect of classroom climate--the teacher. There is little doubt that teacher behaviors determine the overall climate of the classroom, but peer actions and reactions also significantly affect classroom climate for individual students. This article briefly highlights peer relationship's impact on student motivation and performance. An informal method, sociogram, is described for use by school psychologists in collaboration with teachers to confirm social peer status and hierarchy in the classroom. Results of a class sociogram help to identify the need for individual and/or classroom-wide intervention; and the data can also be used to assess effects of such interventions. Sociograms can supplement teacher observations to promote a positive learning environment for all students. (Contains 1 table.)
California Association of School Psychologists. 1020 12th Street Suite 200, Sacramento, CA 95814. Tel: 916-444-1595; Fax: 916-444-1597; e-mail: communications@casponline.org; Web site: http://www.casponline.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: Counselors
Language: English
Sponsor: N/A
Authoring Institution: N/A