Details
| Translated title of the contribution | Peer interactions in the classroom |
|---|---|
| Original language | German |
| Pages (from-to) | 537-543 |
| Number of pages | 7 |
| Journal | Zeitschrift fur Erziehungswissenschaft |
| Volume | 20 |
| Issue number | 3 |
| Early online date | 14 Aug 2017 |
| Publication status | Published - Sept 2017 |
| Externally published | Yes |
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.
ASJC Scopus subject areas
- Social Sciences(all)
- Education
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In: Zeitschrift fur Erziehungswissenschaft, Vol. 20, No. 3, 09.2017, p. 537-543.
Research output: Contribution to journal › Article › Research › peer review
}
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 -