Literaturnachweis - Detailanzeige
Autor/inn/en | Kim, Saetbyul; Lin, Tzu-Jung; Chen, Jing; Logan, Jessica; Purtell, Kelly M.; Justice, Laura M. |
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Titel | Influence of Teachers' Grouping Strategies on Children's Peer Social Experiences in Early Elementary Classrooms |
Quelle | 11 (2020), Artikel 587170 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext (2) |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
Schlagwörter | Ability Grouping; Heterogeneous Grouping; Homogeneous Grouping; Behavior Problems; Friendship; Peer Relationship; Conflict; Correlation; Social Development; Social Environment; Classroom Environment; Classroom Design; Decision Making; Young Children; Elementary School Teachers; Gender Differences; Suburban Schools; Public Schools; Grade 1; Grade 2; Grade 3 Homogene Gruppierung; Niveaugruppierung; Streaming; Freundschaft; Peer-Beziehungen; Konflikt; Korrelation; Soziale Entwicklung; Soziales Umfeld; Klassenklima; Unterrichtsklima; Klassenraumgestaltung; Decision-making; Entscheidungsfindung; Frühe Kindheit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Geschlechterkonflikt; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Public school; Öffentliche Schule; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03 |
Abstract | Most children experience some form of grouping in the classroom every day. Understanding how teachers make grouping decisions and their impacts on children's social development can shed light on effective teacher practices for promoting positive social dynamics in the classroom. This study examined the influence of teachers' grouping strategies on changes in young children's social experiences with peers across an academic year. A total of 1,463 children (51% girls, M[subscript age] = 6.79, SD[subscript age] = 1.22) and 79 teachers from kindergarten to third-grade classrooms participated in this study. Teachers rated children's behavioral problems as the most important consideration when creating seating charts or assigning children to small groups. Promoting existing or new friendships was rated as the least important consideration. Heterogeneous ability grouping, rated as somewhat important by the teachers, was associated with a decrease in children's friendships and yet also a decrease in girls' experience with peer conflicts. Our findings begin to fill in the gaps in the literature on the social impacts of ability grouping for young children. (As Provided). |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |