Inclusive classroom norms, children's sympathy, and intended inclusion toward students with hyperactive behavior

Gasser, Luciano; Grütter, Jeanine; Torchetti, Loredana

doi:10.1016/j.jsp.2018.10.005

Cited by 19 publications

(15 citation statements)

References 73 publications

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“…Based on a contextual perspective, it is the factors in students' environments that may explain exclusion or inclusion. Such factors include peer attitudes (de Boer et al, 2013), classroom norms (Gasser et al, 2017(Gasser et al, , 2018, and lack of teacher support (Mikami et al, 2013). From this perspective, it is important to provide opportunities for meaningful peer contacts (Grütter et al, 2018;Pinto et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

A Cooperative Learning Intervention to Promote Social Inclusion in Heterogeneous Classrooms

et al. 2020

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Concerning challenges with the social inclusion of children with special educational needs (SEN), it is imperative to evaluate teacher interventions that promote social inclusion. This study aimed to investigate the effects of cooperative learning (CL) intervention on social inclusion. In addition, it was investigated to what degree CL implementation affected the outcomes. Fifty-six teachers of 958 fifth-grade children were randomly selected to intervention and control groups upon recruitment to the study. The intervention teachers received training and coaching in CL and implemented this approach three to four times a week for 15 weeks. The results showed a significant but small effect of CL on children’s social acceptance, but no significant effect on children’s friendships and perceptions of classroom relationships. The degree of CL implementation had effect on children’s social acceptance, but the effect was not consistent across social acceptance measures as a friend or a groupmate. Thus, it can be concluded that CL, conducted with the length and intensity of this study, may not lead to substantial changes in the social inclusion of children with SEN. In future studies, more focus needs to be devoted to teacher implementation of the CL approach.

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Section: Introductionmentioning

confidence: 99%

A Cooperative Learning Intervention to Promote Social Inclusion in Heterogeneous Classrooms

et al. 2020

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“…Teachers who hold democratic beliefs about teaching may foster higher student participation and responsibility (Shechtman, 2002), providing more opportunities for intergroup contact (Juvonen et al, 2019). Importantly, teacher attitudes may contribute to the perception of inclusive peer norms, which in turn predict inclusive peer behavior (Gasser et al, 2018). The results from the current study suggest that these processes related to teachers' beliefs may be more important in schools that have a numeric minority of students from low status backgrounds.…”

Section: Discussionmentioning

confidence: 99%

Socioeconomic status biases among children and adolescents: The role of school diversity and teacher beliefs in Nepal

2022

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Investigating socioeconomic status (SES) biases, Nepalese children and adolescents (N = 605, 52% girls, Mage = 13.21, SDage = 1.74) attending schools that varied by SES composition were asked to anticipate whether a peer would include a high or low SES character as a math partner. Novel findings were that students attending mixed SES schools were more likely to expect inclusion of a low SES character than were students attending high SES schools. With age, high SES participants attending mixed SES schools increasingly expected the inclusion of the low SES character. Moreover, teachers' democratic beliefs in high SES schools predicted inclusive expectations. Teacher beliefs and school diversity play a significant role for fostering students' inclusivity in educational contexts.

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“…Those students requiring teacher involvement for their learning-particularly special education students-were othered by the norm that had evolved to entail less teacher direction in learning [105]. If those who were othered considered themselves victims, the social power of the ingroup remained a barrier to their achievement [106]. On the other hand, if those who were othered found ways on their own to engage with mentors to take the place of teacher direction, then this change in the norm need not result in such a learner feeling victimized by the norm [107].…”

Section: Extending the Self-videoconferencing In Public Spacementioning

confidence: 99%

Challenges to Learners in Interpreting Self as Other, Post COVID-19

Nash

2021

Challenges

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The COVID-19 pandemic has prompted continuing constraints on the ability of students to interact with teachers and peers. Regarding this imposed segregation, what has not been considered is the effect of learners seeing self as other. With respect to augmentations of their body in interpersonal space by, (1) extending the body through witnessing themselves regularly in videoconferencing learning sessions, (2) isolating the body as a result of spending time apart from peers, social distancing at home, and (3) protecting the body through required mask-wearing where learners now consider who they represent in a mask, there are three important ways in which learners have felt unable to recognize themselves as they did pre-COVID-19. This migration from self to other, involving ingroup/outgroup distinctions, will be investigated from a number of perspectives—both sociological and psychological. Why the turning of self into other is problematic to the psyche will be discussed, as will the possible consequences for this ongoing lack of learner recognition long term, including focus on the new norms or embracing self-directed learning. Based on this analysis, the type of mentorship by teachers and parents that may be appropriate for helping learners contend with these changes will be recommended.

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Inclusive classroom norms, children's sympathy, and intended inclusion toward students with hyperactive behavior

Cited by 19 publications

References 73 publications

A Cooperative Learning Intervention to Promote Social Inclusion in Heterogeneous Classrooms

A Cooperative Learning Intervention to Promote Social Inclusion in Heterogeneous Classrooms

Socioeconomic status biases among children and adolescents: The role of school diversity and teacher beliefs in Nepal

Challenges to Learners in Interpreting Self as Other, Post COVID-19

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