Evaluating the Impact of a Multicomponent Intervention Model on Teachers' Awareness of Social Networks at the Beginning of Middle School in Rural Communities

Autor/inn/en	Farmer, Thomas W.; Hall, Cristin M.; Petrin, Robert; Hamm, Jill V.; Dadisman, Kimberly
Titel	Evaluating the Impact of a Multicomponent Intervention Model on Teachers' Awareness of Social Networks at the Beginning of Middle School in Rural Communities
Quelle	In: School Psychology Quarterly, 25 (2010) 2, S.94-106 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/a0020147
Schlagwörter	Group Membership; Intervention; Bullying; Early Adolescents; Peer Groups; Group Dynamics; Program Effectiveness; Rural Areas; Cognitive Mapping; Grade 6; Knowledge Level; Secondary School Teachers; Middle School Students; Student Attitudes; Teacher Attitudes; Control Groups; Comparative Analysis; Identification; Social Networks + Suchen Sie Ihr Suchwort? Gruppenzugehörigkeit; Mobbing; Gleichaltrigengruppe; Peer Group; Gruppendynamik; Rural area; Ländlicher Raum; School year 06; 6. Schuljahr; Schuljahr 06; Wissensbasis; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Lehrerverhalten; Identifikation; Identifizierung; Social network; Soziales Netzwerk
Abstract	A randomized control trial was conducted to evaluate the impact of the Rural Early Adolescent Learning Program (Project REAL) on teachers' awareness of peer groups at the beginning of the 1st year of middle school. Two schools were randomly assigned to the intervention condition and 2 to the control condition. Thirty-nine teachers and 466 students (252 girls, 214 boys) participated in the study. As part of Project REAL, teachers were taught about social dynamics and early adolescent peer group processes. Social cognitive mapping procedures were used to assess and compare students' and teachers' perceptions of 6th grade peer groups. As compared with teachers in the control condition, intervention teachers were more likely to accurately identify peer groups. In addition, when the analyses were restricted to students who were involved in bullying, intervention teachers were more likely to accurately identify peer group membership. However, there were no significant differences between intervention and control teachers for the accurate peer group membership identification of specific bullying involvement subtypes (i.e., bullies, victims, bully victims). (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10