Peerinteraktionen im Klassenzimmer

Publikation: Beitrag in FachzeitschriftArtikelForschungPeer-Review

Externe Organisationen

  • Freie Universität Berlin (FU Berlin)
Forschungs-netzwerk anzeigen

Details

Titel in ÜbersetzungPeer interactions in the classroom
OriginalspracheDeutsch
Seiten (von - bis) 537-543
Seitenumfang7
FachzeitschriftZeitschrift fur Erziehungswissenschaft
Jahrgang20
Ausgabenummer3
Frühes Online-Datum14 Aug. 2017
PublikationsstatusVeröffentlicht - Sept. 2017
Extern publiziertJa

Abstract

Are teachers aware of how well each of their students is embedded in the sympathy-based peer network of the classroom? In this research, we asked students of 39 classes (N = 821) from different types of schools and grades to nominate the three peers they liked most within their class. At the same time, the 39 classroom teachers were asked to reproduce the nominations they thought every single student would undertake. Using the Jaccard coefficient, we compared the similarity of the social networks that emerged from students’ and the respective teacher’s nominations. Results showed that on average, teachers identified 30.1% of the peer nominations correctly. Elementary school teachers were better attuned to their students’ sympathy relations than secondary school teachers. Teachers’ accuracy in identifying peer relations was predicted by the extent to which they intentionally observed peer interactions in the classroom and by their beliefs whether teachers are accountable for the quality of peer relationships in the classroom. Future studies should further investigate whether students profit in their social and academic development from their teacher being highly accurate in the perception of the classroom’s sympathy peer network.

Schlagwörter

    Peer interactions, Peer networks, Teacher attunement, Teachers’ diagnostic competence

ASJC Scopus Sachgebiete

Zitieren

Peerinteraktionen im Klassenzimmer. / Höhne, Elisabeth.
in: Zeitschrift fur Erziehungswissenschaft, Jahrgang 20, Nr. 3, 09.2017, S. 537-543.

Publikation: Beitrag in FachzeitschriftArtikelForschungPeer-Review

Höhne E. Peerinteraktionen im Klassenzimmer. Zeitschrift fur Erziehungswissenschaft. 2017 Sep;20(3): 537-543. Epub 2017 Aug 14. doi: 10.1007/s11618-017-0770-2
Download
@article{a8f3120692e9476bac11fdb2c362594e,
title = "Peerinteraktionen im Klassenzimmer",
abstract = "Are teachers aware of how well each of their students is embedded in the sympathy-based peer network of the classroom? In this research, we asked students of 39 classes (N = 821) from different types of schools and grades to nominate the three peers they liked most within their class. At the same time, the 39 classroom teachers were asked to reproduce the nominations they thought every single student would undertake. Using the Jaccard coefficient, we compared the similarity of the social networks that emerged from students{\textquoteright} and the respective teacher{\textquoteright}s nominations. Results showed that on average, teachers identified 30.1% of the peer nominations correctly. Elementary school teachers were better attuned to their students{\textquoteright} sympathy relations than secondary school teachers. Teachers{\textquoteright} accuracy in identifying peer relations was predicted by the extent to which they intentionally observed peer interactions in the classroom and by their beliefs whether teachers are accountable for the quality of peer relationships in the classroom. Future studies should further investigate whether students profit in their social and academic development from their teacher being highly accurate in the perception of the classroom{\textquoteright}s sympathy peer network.",
keywords = "Peer interactions, Peer networks, Teacher attunement, Teachers{\textquoteright} diagnostic competence",
author = "Elisabeth H{\"o}hne",
note = "Publisher Copyright: {\textcopyright} 2017, Springer Fachmedien Wiesbaden GmbH.",
year = "2017",
month = sep,
doi = "10.1007/s11618-017-0770-2",
language = "Deutsch",
volume = "20",
pages = " 537--543",
journal = "Zeitschrift fur Erziehungswissenschaft",
issn = "1434-663X",
publisher = "VS Verlag fur Sozialwissenschaften",
number = "3",

}

Download

TY - JOUR

T1 - Peerinteraktionen im Klassenzimmer

AU - Höhne, Elisabeth

N1 - Publisher Copyright: © 2017, Springer Fachmedien Wiesbaden GmbH.

PY - 2017/9

Y1 - 2017/9

N2 - Are teachers aware of how well each of their students is embedded in the sympathy-based peer network of the classroom? In this research, we asked students of 39 classes (N = 821) from different types of schools and grades to nominate the three peers they liked most within their class. At the same time, the 39 classroom teachers were asked to reproduce the nominations they thought every single student would undertake. Using the Jaccard coefficient, we compared the similarity of the social networks that emerged from students’ and the respective teacher’s nominations. Results showed that on average, teachers identified 30.1% of the peer nominations correctly. Elementary school teachers were better attuned to their students’ sympathy relations than secondary school teachers. Teachers’ accuracy in identifying peer relations was predicted by the extent to which they intentionally observed peer interactions in the classroom and by their beliefs whether teachers are accountable for the quality of peer relationships in the classroom. Future studies should further investigate whether students profit in their social and academic development from their teacher being highly accurate in the perception of the classroom’s sympathy peer network.

AB - Are teachers aware of how well each of their students is embedded in the sympathy-based peer network of the classroom? In this research, we asked students of 39 classes (N = 821) from different types of schools and grades to nominate the three peers they liked most within their class. At the same time, the 39 classroom teachers were asked to reproduce the nominations they thought every single student would undertake. Using the Jaccard coefficient, we compared the similarity of the social networks that emerged from students’ and the respective teacher’s nominations. Results showed that on average, teachers identified 30.1% of the peer nominations correctly. Elementary school teachers were better attuned to their students’ sympathy relations than secondary school teachers. Teachers’ accuracy in identifying peer relations was predicted by the extent to which they intentionally observed peer interactions in the classroom and by their beliefs whether teachers are accountable for the quality of peer relationships in the classroom. Future studies should further investigate whether students profit in their social and academic development from their teacher being highly accurate in the perception of the classroom’s sympathy peer network.

KW - Peer interactions

KW - Peer networks

KW - Teacher attunement

KW - Teachers’ diagnostic competence

UR - http://www.scopus.com/inward/record.url?scp=85028715143&partnerID=8YFLogxK

U2 - 10.1007/s11618-017-0770-2

DO - 10.1007/s11618-017-0770-2

M3 - Artikel

VL - 20

SP - 537

EP - 543

JO - Zeitschrift fur Erziehungswissenschaft

JF - Zeitschrift fur Erziehungswissenschaft

SN - 1434-663X

IS - 3

ER -