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ERIC Number: EJ938497
Record Type: Journal
Publication Date: 2011
Pages: 9
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0193-3973
Teaching Practices and Elementary Classroom Peer Ecologies
Gest, Scott D.; Rodkin, Philip C.
Journal of Applied Developmental Psychology, v32 n5 p288-296 Sep-Oct 2011
Teachers and students in 39 1st, 3rd and 5th grade classrooms participated in a study of teaching practices and classroom peer networks. Teachers reported on their attitudes towards aggression and withdrawal, provided rationales for their seating arrangements, and were observed on patterns of emotional and instructional support and classroom organization. Students were surveyed or interviewed for peer nominations of friendship, popularity, being cool, and aggressive and prosocial behavior, and from these nominations classroom-level indices were derived concerning the richness of positive and negative social ties among children, the egalitarian or hierarchical nature of social status hierarchies, and classroom norms for aggressive and prosocial behavior. Preliminary results suggest that teachers' attitudes towards social behavior are associated with the degree of liking and disliking their students express; teachers' grouping patterns are associated with numerous features of classroom social networks; and teachers' observed emotional support was associated with higher rates of friendship reciprocation. (Contains 4 tables and 1 figure.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 3; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A