Literaturnachweis - Detailanzeige
| Autor/inn/en | Dawes, Molly; Sterrett, Brittany I.; Norwalk, Kate E.; Farmer, Thomas W.; Hamm, Jill V. |
|---|---|
| Titel | Teachers' Perceptions of Middle Schoolers' Social Concerns: Strategies and Barriers to Supporting Students' Social Success |
| Quelle | In: Social Psychology of Education: An International Journal, 24 (2021) 2, S.465-488 (24 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Dawes, Molly) Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1381-2890 |
| DOI | 10.1007/s11218-021-09622-1 |
| Schlagwörter | Middle School Teachers; Middle School Students; Teacher Attitudes; Social Influences; Coping; Barriers; Peer Acceptance; Learner Engagement; Classroom Techniques; Teacher Student Relationship; Peer Relationship |
| Abstract | Teachers are often at the forefront of efforts to help students struggling socially at school and their support may be particularly critical during the early adolescent developmental period after youth transition to middle school when social concerns become increasingly salient to students. Given their daily interactions with students, teachers have the unique opportunity to observe students' day-to-day experiences and can provide insight into the social challenges their students face. Our main study aim was to learn teachers' perspectives about the pressing social issues they see for students, the types of strategies they use to mitigate those struggles, and the barriers teachers face in supporting youth socially. To assess teachers' perspectives, we employed a qualitative study design and collected data from 39 middle school teachers who participated in 6 focus groups. Results reveal that teachers see students as highly concerned with peer acceptance, often at the cost of their academic engagement. To support students socially, teachers reported strategies such as establishing classroom expectations, having positive teacher-student interactions, and managing peer social dynamics. Barriers to providing support included difficulty keeping track of peer relationship and lack of understanding about how best to manage peer dynamics. Implications for teacher training and students' overall adjustment at school are discussed. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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