ERIC Number: EJ1185517
Record Type: Journal
Publication Date: 2018-Aug
Abstractor: As Provided
Identifying Classroom Friendships: Teachers' Confidence and Agreement with Children
Meyer, Lori E.; Ostrosky, Michaelene M.
Topics in Early Childhood Special Education, v38 n2 p94-104 Aug 2018
We conducted an exploratory study to investigate teachers' confidence and agreement with children when teachers and children identified close classroom friendships. Participants comprised six kindergarten teachers and 110 children, including 26 children with disabilities. Data were gathered from a friendship nomination questionnaire completed by teachers and a friendship nomination task completed by children. On average, teachers accurately identified one peer that a target child also named as a "best friend." Teachers also identified children selected as "very best friends" for 59% of their students when using a less conservative definition of very best friendship. Teachers reported being confident in identifying friendships, on average, for 39% of their class. However, greater confidence did not equate with more accurate reports. Although teachers were slightly more confident in their friendship reports for children with disabilities, they were also less accurate. Implications for supporting friendship development and future research are discussed.
Descriptors: Self Esteem, Friendship, Teacher Attitudes, Kindergarten, Preschool Teachers, Early Childhood Education, Disabilities, Questionnaires, Student Attitudes, Peer Relationship, Accuracy, Teacher Role, Intervention, Attitudes toward Disabilities
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A080071