Social dynamics in the classroom: Teacher support and conflict and the peer ecology

Hendrickx, Marloes M. H. G.; Mainhard, M. Tim; Boor-Klip, Henrike J.; Cillessen, Antonius H.M.; Brekelmans, Mieke

doi:10.1016/j.tate.2015.10.004

Cited by 119 publications

(93 citation statements)

References 52 publications

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“…Thus, in spite of teachers attempting to avoid this type of conflicts and ostracism, they played such a neutral role that boys ended up imposing their preferences and did not permit that the rest of their classmates could benefit from their turn to use the sports field. This indirect influence of teachers has been previously showed in the classroom and called “the invisible hand” (Hendrickx et al, 2016). Our findings show that this influence is also present at the recess.…”

Section: Discussionmentioning

confidence: 80%

“…Taking into consideration the complexity of the school system and the diversity of relationships that happen in this setting, we have used the model to approach in depth a specific environment, the recess, where children spend time playing free-games among peers (Finegood, 2011; Hendrickx, Mainhard, Boor-Klip, Cillessen, & Brekelmans, 2016). Boys and girls identified barriers in all levels (schoolchild and his or her biological characteristics, microsystem, mesosystem, exosystem and macrosystem); however, those barriers did not affect them equally due to gender socialization, which is the key and central category of the analysis.…”

Section: Discussionmentioning

confidence: 99%

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“Football is a boys’ game”: children’s perceptions about barriers for physical activity during recess time

Martínez-Andrés

Gutiérrez

Martín

et al. 2017

International Journal of Qualitative Studies on Health and Well

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The aim of the study was to know the factors that influence boys and girls’ perceptions for performing physical activity during playground recess from their own perspective. Ninety-eight schoolchildren aged 8–11 years from five schools from Cuenca (Spain) participated in 22 focus groups and carried out 98 drawings following the socioecological model as a theoretical framework. A content analysis of the transcripts from the focus groups and drawings was carried out by three researchers. Results showed that, in spite of boys and girls identified same barriers, there were gender differences in their perceptions. Gender socialization was the key as central category and helped to understand these differences. Boys preferred play football and this sport had a monopoly on the recess space. Weather was a barrier for boys. Girls and boys, who did not play football, were relegated to peripheral areas and lack of materials was a barrier for them. Teachers were a barrier for all children who did not play football. Thus, in order to promote recess physical activity, researchers, teachers and educational policy makers should take into account gender socialization and promote inclusive non-curricular physical activity in schools.

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Section: Discussionmentioning

confidence: 80%

Section: Discussionmentioning

confidence: 99%

“Football is a boys’ game”: children’s perceptions about barriers for physical activity during recess time

Martínez-Andrés

Gutiérrez

Martín

et al. 2017

International Journal of Qualitative Studies on Health and Well

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“…The attitudes of TD students are found to play a role in the social acceptance of students with SEBD (De Boer et al 2012b). The teachers' negative attitudes might therefore influence how peers respond to students with SEBD (Hendrickx et al 2016;Runions 2014). If a teacher responds negatively to the disruptive behaviour of an student with SEBD, their TD peers might make negative inferences about that student.…”

Section: Introductionmentioning

confidence: 99%

Student voices on social exclusion in general primary schools

Leeuw

Boer

Minnaert

2018

European Journal of Special Needs Education

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Advocates of inclusive education argue that the social inclusion of students with special educational needs (SEN) increases when they are educated with typically developing peers. However, research indicates that this is not apparent for all students with SEN. Students with social, emotional and behavioural difficulties (SEBD) are often socially excluded. To understand the situation of these students, their voices should be heard. The aim of the current explorative study was to gain insight into: (1) the experiences of students with SEBD regarding victimisation and social exclusion, and (2) the approaches they applied and preferred resolving social problems. We conducted semi-structured interviews with 28 socially excluded students from grades 5 and 6, attending general (N = 6) and segregated special (N = 21) primary education. The participants were prompted to talk about their own experiences using hypothetical scenarios. The interviews were analysed using a multi-grounded theory approach. The results show that students preferred different approaches to resolving these social problems than the applied approaches. They would have liked to have seen their peers and teachers to show more initiative. In line with these results, the need to listen to the students' voices are emphasised.

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“…In teaching and learning activities the teacher must pay attention to the stages of child development, in order to better understand the abilities of the child. The teacher must have materials, learning resources, appropriate activity techniques, and varied learning activities so that the teacher can create an interesting and meaningful learning environment in daily activities [15].…”

Section: ) Instill the Values Of Religious So That Children Can Contmentioning

confidence: 99%

Learning Strategies for Growing Autonomous Among Autism Children at Inclusive Primary School of Unggul Sakti, Jambi, Indonesia

Kusnadi¹,

Samsu²,

Rusmini³

et al. 2019

Proceedings of the 3rd Asian Education Symposium (AES 2018)

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This paper based on research examines strategies to foster autism kids in schools with inclusive needs named Unggul Sakti, Jambi, Indonesia. Children with autism generally have difficulty be autonomous. The tutor is required to be able to understand autism children. The purpose of this study is to explore the causal factors and strategies in fostering the autonomous among autistic children in the research location. Using a qualitative approach, with data collection techniques use observation, interviews, and documentation, this study found that the factors improve autonomous among autism children are endogenous and exogenous factors. Endogenous factors are factors derived from students themselves, physiological factors and psychological factors. Physiological factors include the physical condition of students, while psychological factors are talents, interests, independent attitudes, motivation, intelligent. While exogenous factors are family, school and community support. The strategy of teachers in increasing the autonomous of learning for autism children is by teaching children not to depend on others, staying confident in everything, and learning to be able to control themselves, especially emotions and moods that sometimes up and down.

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Social dynamics in the classroom: Teacher support and conflict and the peer ecology

Cited by 119 publications

References 52 publications

“Football is a boys’ game”: children’s perceptions about barriers for physical activity during recess time

“Football is a boys’ game”: children’s perceptions about barriers for physical activity during recess time

Student voices on social exclusion in general primary schools

Learning Strategies for Growing Autonomous Among Autism Children at Inclusive Primary School of Unggul Sakti, Jambi, Indonesia

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