Network-Related Teaching and Changes in Classroom Seating

Autor/inn/en	Steggerda, Jake C.; Gregus, Samantha J.; Craig, James T.; McMillan, Hali; Cavell, Timothy A.
Titel	Network-Related Teaching and Changes in Classroom Seating
Quelle	In: Psychology in the Schools, 60 (2023) 1, S.214-233 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Steggerda, Jake C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22771
Schlagwörter	Peer Relationship; Class Organization; Classroom Design; Classroom Environment; Elementary School Teachers; Elementary School Students; Grade 4; Teacher Attitudes; Bullying; Victims; Change + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Klassenraumgestaltung; Klassenklima; Unterrichtsklima; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 04; 4. Schuljahr; Schuljahr 04; Lehrerverhalten; Mobbing; Victim; Opfer; Wandel
Abstract	The extent to which teachers make changes in classroom seating reflects, in part, the degree to which they value promoting positive peer relationships in the classroom. We assessed the frequency with which teachers made both minor (i.e., involving only 2-3 students) and major (involving half or more students in the class) changes in classroom seating. We tested whether the frequency of seating changes was linked to teachers' beliefs about promoting positive peer relationships, their attunement to child- or peer-reports of peer victimization, and their concern about bullying at the school. Participants were 37 fourth-grade teachers and their students (N = 677). The frequency of major seating changes was negatively associated with teachers' peer-focused classroom seating (PFCS) beliefs and to their attunement to student peer victimization. Minor seating changes were positively associated with PFCS beliefs for teachers with low or average attunement to peer victimization; however, teachers highly attuned to peer victimization made fewer minor seating changes regardless of their PFCS beliefs. Implications for research and practice are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01