Teaching practices and elementary classroom peer ecologies

Scott David Gest, Philip C. Rodkin

Research output: Contribution to journalArticle

99 Citations (Scopus)

Abstract

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.

Original languageEnglish (US)
Pages (from-to)288-296
Number of pages9
JournalJournal of Applied Developmental Psychology
Volume32
Issue number5
DOIs
StatePublished - Sep 1 2011

Fingerprint

Ecology
Teaching
Students
Social Hierarchy
Social Behavior
Aggression
Social Support
Organizations

All Science Journal Classification (ASJC) codes

  • Developmental and Educational Psychology

Cite this

Gest, Scott David ; Rodkin, Philip C. / Teaching practices and elementary classroom peer ecologies. In: Journal of Applied Developmental Psychology. 2011 ; Vol. 32, No. 5. pp. 288-296.
@article{d13945fec6bb445ebffb4d56a69ef8fb,
title = "Teaching practices and elementary classroom peer ecologies",
abstract = "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.",
author = "Gest, {Scott David} and Rodkin, {Philip C.}",
year = "2011",
month = "9",
day = "1",
doi = "10.1016/j.appdev.2011.02.004",
language = "English (US)",
volume = "32",
pages = "288--296",
journal = "Journal of Applied Developmental Psychology",
issn = "0193-3973",
publisher = "Elsevier BV",
number = "5",

}

Teaching practices and elementary classroom peer ecologies. / Gest, Scott David; Rodkin, Philip C.

In: Journal of Applied Developmental Psychology, Vol. 32, No. 5, 01.09.2011, p. 288-296.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Teaching practices and elementary classroom peer ecologies

AU - Gest, Scott David

AU - Rodkin, Philip C.

PY - 2011/9/1

Y1 - 2011/9/1

N2 - 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.

AB - 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.

UR - http://www.scopus.com/inward/record.url?scp=80052417073&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=80052417073&partnerID=8YFLogxK

U2 - 10.1016/j.appdev.2011.02.004

DO - 10.1016/j.appdev.2011.02.004

M3 - Article

VL - 32

SP - 288

EP - 296

JO - Journal of Applied Developmental Psychology

JF - Journal of Applied Developmental Psychology

SN - 0193-3973

IS - 5

ER -