Identifying Classroom Friendships: Teachers' Confidence and Agreement with Children

Autor/inn/en	Meyer, Lori E.; Ostrosky, Michaelene M.
Titel	Identifying Classroom Friendships: Teachers' Confidence and Agreement with Children
Quelle	In: Topics in Early Childhood Special Education, 38 (2018) 2, S.94-104 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121418763543
Schlagwörter	Self Esteem; Friendship; Teacher Attitudes; Kindergarten; Preschool Teachers; Early Childhood Education; Disabilities; Questionnaires; Student Attitudes; Peer Relationship; Accuracy; Teacher Role; Intervention; Attitudes toward Disabilities + Suchen Sie Ihr Suchwort? Self-esteem; Selbstaufmerksamkeit; Freundschaft; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Handicap; Behinderung; Fragebogen; Schülerverhalten; Peer-Beziehungen; Lehrerrolle
Abstract	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. (As Provided).
Anmerkungen	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: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01