Teachers' Accuracy in Estimating Social Inclusion of Students With and Without Special Educational Needs

Wilbert, Jürgen; Urton, Karolina; Krull, Johanna; Kulawiak, Pawel R.; Schwalbe, Anja; Hennemann, Thomas

doi:10.3389/feduc.2020.598330

Cited by 3 publications

(2 citation statements)

References 48 publications

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“…This is consistent with past research demonstrating low concordance across informants of peer victimization (Løhre et al, 2011) and suggests that teachers may devote more attention to peer dynamics in the classroom than individual children who perceive being highly victimized by peers. Relatedly, Wilbert et al (2020) found that teachers can identify peer‐rated social inclusion moderately accurately but are less accurate in their attunement to children's self‐perceived social inclusion. These researchers also found that teachers were more highly attuned to children with learning problems than children without those difficulties.…”

Section: Discussionmentioning

confidence: 99%

Network‐related teaching and changes in classroom seating

Steggerda

Gregus

Craig

et al. 2022

Psychology in the Schools

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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.

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Section: Discussionmentioning

confidence: 99%

Network‐related teaching and changes in classroom seating

Steggerda

Gregus

Craig

et al. 2022

Psychology in the Schools

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“…The literature on this question is heterogeneous. The range of correlations between teacher and student reports on students' social status has varied from low to high, depending on the assessment methods used (e.g., Ledingham et al, 1982;Landau et al, 1984;Huesmann et al, 1994;Babad, 2001;Wu et al, 2001;Andrade et al, 2005;Jackson and Campbell, 2009;McKown et al, 2011;van den Berg et al, 2015;Harks and Hannover, 2017;Marucci et al, 2018;Harks and Hannover, 2019;Wilbert et al, 2020). Some studies compared teachers' ratings (e.g., McKown et al, 2011) or categorical responses (e.g., Andrade et al, 2005) with students' peer nominations.…”

Section: Peer and Teacher Reports To Assess Students' Social Statusmentioning

confidence: 99%

Brief Research Report: Agreement Between Teacher and Student Reports on Students’ Acceptance and Rejection

Schoop-Kasteler

Müller

2021

Front. Educ.

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Student-reported peer nominations are typically used to obtain information on the social status (i.e., acceptance and rejection) of students in their classrooms. However, under certain circumstances this assessment method cannot be used, for example for logistical reasons or with students with intellectual disabilities (ID) who are not always able to fill out peer nominations. In such instances, teacher reports on students’ expected nominations may serve as a proxy. As part of a larger study on students with ID, we evaluated the agreement between teachers’ and students’ peer reports regarding individual students’ acceptance and rejection using unlimited nomination procedures in Grades 4–6 mainstream classrooms. As many students with ID cannot fill out peer nominations, this evaluation study used a sample of typically developing students without ID. Teachers (n = 27, Mage = 34.24 years, SD = 10.85; 85.2% female) nominated all peers from the classroom who they believed individual students would report as “liked” and “not liked”. For direct comparison, students (n = 441, Mage = 11.36 years, SD = 0.89; 46.8% female) themselves were also asked to report their “liked” and “not liked” nominations. Students received both more “liked” and more “not liked” nominations from their peers than from their teachers. Students’ social status as calculated from teacher reports showed only partial agreement with social status as calculated from student reports, suggesting that in mainstream classrooms student reports cannot be easily replaced by teacher reports. Perspectives on the application of teacher-reported peer nominations in special needs settings are discussed.

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Der Zusammenhang von Lehrkraftfeedback, sozialer Akzeptanz und der Schüler*innen-Lehrkraft-Beziehung in der Grundschule: Eine Untersuchung sozialer Referenzierungsprozesse auf Dyadenebene

Nicolay,

Spilles,

Hank

et al. 2024

Z Erziehungswiss

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ZusammenfassungAusgehend von der sozialen Referenzierungstheorie konnten in den letzten Jahren mehrere Studien zeigen, dass die soziale Akzeptanz, die Schüler*innen durch ihre Peers erfahren, durch den Erhalt von positivem Lehrkraftfeedback positiv und durch den Erhalt von negativem Lehrkraftfeedback negativ beeinflusst wird. Methodisch besteht in den meisten bisher vorliegenden Studien das Problem, dass die unterschiedliche Wahrnehmung dieses Feedbacks durch beobachtende Schüler*innen nicht berücksichtigt wird. Im vorliegenden Beitrag wurden vor diesem Hintergrund mit Hilfe der Daten einer Querschnittserhebung an N = 806 Grundschüler*innen (MAlter = 9,22) soziale Referenzierungsprozesse mit cross-classified multilevel models auf Ebene von Schüler*innen-Dyaden (N = 15.764) untersucht. Dies ermöglicht es, den Zusammenhang zwischen dem von Schüler*innen wahrgenommenen Lehrkraftfeedback gegenüber Mitschüler*innen und der diesen entgegengebrachten sozialen Akzeptanz auf Individualebene zu untersuchen. In einem zweiten Schritt wurde in den Blick genommen, inwieweit dieser Zusammenhang zwischen wahrgenommenem Feedback und sozialer Akzeptanz durch die Beziehung zur Lehrkraft moderiert wird. Die Ergebnisse bestätigen bisherige Befunde, dass der Erhalt von positivem Lehrkraftfeedback mit einer Erhöhung der sozialen Akzeptanz durch Peers und der Erhalt von negativem Lehrkraftfeedback mit einer Verringerung der sozialen Akzeptanz durch Peers assoziiert ist. Sie zeigen darüber hinaus, dass dieser in Bezug auf negatives Lehrkraftfeedback für Schüler*innen mit einer guten Beziehung zu ihrer Lehrkraft stärker ausgeprägt ist.

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Teachers' Accuracy in Estimating Social Inclusion of Students With and Without Special Educational Needs

Cited by 3 publications

References 48 publications

Network‐related teaching and changes in classroom seating

Network‐related teaching and changes in classroom seating

Brief Research Report: Agreement Between Teacher and Student Reports on Students’ Acceptance and Rejection

Der Zusammenhang von Lehrkraftfeedback, sozialer Akzeptanz und der Schüler*innen-Lehrkraft-Beziehung in der Grundschule: Eine Untersuchung sozialer Referenzierungsprozesse auf Dyadenebene

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