Teacher Attunement: Supporting Students' Peer Experiences in the Early Elementary Classroom

Autor/in	Hoffman, Abigail S.
Titel	Teacher Attunement: Supporting Students' Peer Experiences in the Early Elementary Classroom
Quelle	(2012), (134 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of North Carolina at Chapel Hill
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2678-6130-6
Schlagwörter	Hochschulschrift; Dissertation; Early Childhood Education; Peer Groups; Peer Relationship; Mixed Methods Research; Longitudinal Studies; Group Membership; Cognitive Mapping; Social Cognition; Elementary School Students; Elementary School Teachers; Comparative Analysis; Reputation; Peer Acceptance; Teacher Role; Social Networks; Hierarchical Linear Modeling + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Gleichaltrigengruppe; Peer Group; Peer-Beziehungen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Gruppenzugehörigkeit; Soziale Kognition; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerrolle; Social network; Soziales Netzwerk
Abstract	This multi-method, longitudinal study examines the role of teacher attunement (teacher accuracy in identifying the peer group memberships of individual students) in children's peer experiences in early elementary classrooms (1st-3rd grades). Social cognitive mapping (SCM) procedures assessed and compared students' and teachers' reports of peer groups. Peer nominations assessed students' social reputations as popular and as leaders and student-SCM reports assessed students' social network centrality. To account for the nested structure of the data, Hierarchical Generalized Linear Modeling procedures were used. Findings suggested that early elementary grade school teachers tended to have a low attunement to students' peer group memberships. However, when teachers were highly attuned to children's peer group memberships in the fall, results indicated that students were more likely to be perceived as popular and as leaders in the spring and students were more likely to be socially embedded in the classroom social network in the spring. Findings regarding teacher attunement are discussed in reference to teachers' invisible hand and the role of teacher attunement in creating classroom contexts where positive and productive peer relationships are established. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01