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| Author | : Peter K. Smith |
| Publisher | : Taylor & Francis |
| Total Pages | : 814 |
| Release | : 2000 |
| Genre | : Education |
| ISBN | : 9780415193061 |
| Author | : Phillip S. Strain |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 372 |
| Release | : 2013-11-11 |
| Genre | : Psychology |
| ISBN | : 148992180X |
Since the early 1800's, children have been taught and encouraged to function as instructional agents for their classroom peers. However, it was not until the last decade that peer-mediated intervention was studied in a rigorous, systematic fashion. The purpose of this edited volume is to provide an up-to-date and complete account of empirical research that addresses the general efficacy of classroom peers as behavior change agents. As a result of various social and legal developments, such as the passage of Public Law 94-142 and its accompanying demand for indi vidualized instruction, peer-mediated interventions seem likely to prolif erate. As I have noted elsewhere (Strain, this volume), close adherence to the principle of individualized programming has rendered obsolete the "adults only" model of classroom instruction. Whether the utilization of peers in the instructional process comes to be viewed by school personnel as a positive adjunct to daily classroom practices depends in large mea sure on our ability to carefully design, conduct, and communicate the findings of applied research. I trust that this volume will function both to accurately communicate existing findings and to stimulate further study. My colleagues who have generously contributed their time and skill to this volume have my deepest appreciation. They have performed their various tasks in a timely, professional manner and, in my opinion, have provided considerable insight into the problems and potentials of peers as instructional agents.
| Author | : Peter Blatchford |
| Publisher | : Routledge |
| Total Pages | : 318 |
| Release | : 2015-07-16 |
| Genre | : Psychology |
| ISBN | : 1317538471 |
What is the nature of children’s social life in school? How do their relationships and interactions with peers, teachers and other school staff influence their development and experience of school? This book, written by leading researchers in educational and developmental psychology, provides answers to these questions by offering an integrated perspective on children’s social interactions and relationships with their peers and teachers in school. Peer interactions in school have tended to be underestimated by educationalists, and this book redresses the balance by giving them equal weight to teacher–child interactions. In this second edition, the authors extensively revise the text on the basis of many years of research and teaching experience. They highlight common misconceptions about children, their social lives, and school achievement which have often resulted in ineffective school policy. The book includes a number of important topics, including: The significance of peer-friendships at school The nature and importance of play and break-times Aggression and bullying at school Peer relations and learning at school The classroom environment and teacher-pupil interaction The influence of gender in how children learn at school. Advantages and disadvantages of different methodological approaches for studying children in school settings Policy implications of current research findings. The Child at School will be essential reading for all students of child development and educational psychology. It will also be an invaluable source for both trainee and practicing teachers and teaching assistants, as well as clinical psychologists and policy makers in this area.
| Author | : Kenneth H. Rubin |
| Publisher | : Guilford Press |
| Total Pages | : 672 |
| Release | : 2011-06-24 |
| Genre | : Psychology |
| ISBN | : 1609187458 |
This comprehensive, authoritative handbook covers the breadth of theories, methods, and empirically based findings on the ways in which children and adolescents contribute to one another's development. Leading researchers review what is known about the dynamics of peer interactions and relationships from infancy through adolescence. Topics include methods of assessing friendship and peer networks; early romantic relationships; individual differences and contextual factors in children's social and emotional competencies and behaviors; group dynamics; and the impact of peer relations on achievement, social adaptation, and mental health. Salient issues in intervention and prevention are also addressed.
| Author | : Philip Gammage |
| Publisher | : Routledge |
| Total Pages | : 112 |
| Release | : 2017-04-28 |
| Genre | : Education |
| ISBN | : 1315316781 |
This title, first published in 1971, provides a guide to the social psychology of learning. The author examines the school class as a group and considers the formation of some of the attitudes of the children and the teacher as they relate to education. Building upon interaction as a major theme, the study focuses attention on the ways in which relationships can affect the classroom climate. The background to group dynamics leads to the elements of sociometry and to consideration of teaching styles, communication structure and perceptions of the teacher’s role. This title will be of interest to students of sociology and education.
| Author | : Allison M. Ryan |
| Publisher | : IAP |
| Total Pages | : 316 |
| Release | : 2012-06-01 |
| Genre | : Education |
| ISBN | : 1617358096 |
This volume brings together an impressive array of respected scholars to examine the varied and complex ways in which peers influence adolescents’ beliefs and behaviors in the school context. The breadth of peer influence on academic and social adjustment is evident in the wide variety of topics covered in the present volume. Throughout the chapters, scholars provide unique insights regarding the complex ways that the academic and social spheres of adolescents’ lives are interconnected. Collectively, the chapters in this volume expand current knowledge and theory in peer relations research by (a) exploring different types of peer relations (e.g., close friendships, peer groups) and different peer dynamics (e.g., popularity, bullying) that emerge in the school context, (b) examining different processes that explain why and how peers influence each other in school, (c) considering developmental issues during adolescence that may be critical to understanding peers and adjustment at school and (d) providing information about how teacher practices or programs influence peer relations and school adjustment. Peer Relationships and Adjustment in School is an important volume for researchers and practitioners interested in social development, peer relationships and youth engagement and achievement in school.
| Author | : B. H. Schneider |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 266 |
| Release | : 2012-12-06 |
| Genre | : Psychology |
| ISBN | : 146846325X |
Willard W. Hartup This volume amounts to an anniversary collection: It was 50 years ago that Lois Jack (1934) published the findings from what most investigators consider to be the first intervention study in this area. The experiment (later replicated and extended by Marjorie Page, 1936, and Gertrude Chittenden, 1942) concerned ascendant behavior in preschool children, which was defined to include: (a) The pursuit of one's own purposes against interference and (b) directing the behavior of others. Individual differences in ascendance were assumed to have some stability across time and, hence, to be important in personality development. But ascendance variations were also viewed as a function of the immediate situation. Among the conditions assumed to determine ascendance were "the individual's status in the group as expressed in others' attitudes toward him, his conception of these attitudes, and his previously formed social habits" (Jack, 1934, p. 10). Dr. Jack's main interest was to show that nonascendant children, identified on the basis of observations in the laboratory with another child, were different from their more ascendant companions in one important respect: They lacked self confidence. And, having demonstrated that, Dr. Jack devised a procedure for teaching the knowledge and skill to nonascendant children that the play materials required. She guessed, correctly, that this training would bring about an increase in the ascendance scores of these children.
| Author | : K.H. Rubin |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 418 |
| Release | : 2012-12-06 |
| Genre | : Psychology |
| ISBN | : 1461381800 |
Amy Rubin, the seven-year-old daughter of one of this volume's editors, was discussing with her close friend Kristin,. her teacher's practice of distributing stickers to her classmates for completing their seat work. As the conversation continued, Joshua, Amy's two-year-old brother (al though Amy would argue that he more often resembles an albatross around her neck) sauntered up to the older children. He flashed a broad smile, hugged his sister, and then grabbed her book of stickers. Corey Ross, the nine-year-old son of the other editor was trying to plan a tobogganing party with his friend Claire. The problem facing Corey and Claire was that there were too few toboggans to go around for their grade four classmates. Jordan, Corey's younger brother had agreed to lend his toboggan. However, Harriet, Claire's younger sister and Jordan's close friend had resisted all persuasive attempts to borrow her toboggan. The older children decided that the best strategy was to use Jordan's friendship with Harriet and his good example of sibling generosity in presenting thejr case to Harriet. Both of these anecdotes exemplify what this volume on peer relation ships and social skills is about. Children have friends with whom they discuss issues of perceived social significance. During the early elemen tary school years, rather sophisticated conversations and debates con cerning topics of reward distribution, altruism, person perception, social status, sibling relations, and cooperation can be overheard (especially by eavesdropping parents who have professional interests in such matters).
| Author | : Wendy Jolliffe |
| Publisher | : Routledge |
| Total Pages | : 145 |
| Release | : 2018-04-19 |
| Genre | : Education |
| ISBN | : 1317214978 |
This book brings together a range of international studies to support the implementation of cooperative group work in the classroom. In spite of extensive research into the benefits of this approach, in many countries, it is not widely used, largely due to a lack of understanding of how to put this into practice in the classroom. Starting from an exploration of the theoretical perspectives that underpin this pedagogy, the challenges for including pupils with special educational needs and related status issues of pupils are explored. Amongst the themes explored are how creative approaches, such as Storyline, support engagement particularly for second language learning; how working with young children using cooperative group work can develop writing skills; and how teachers can work together in an effective, collaborative, and sustained manner in a professional learning community. The final chapter provides a vivid example of one teacher’s personal journal to develop her understanding of the power of cooperation in creating bridges to meaningful learning for all learners. This book was originally published as a special issue of Education 3-13.
| Author | : Anne Campbell |
| Publisher | : Psychology Press |
| Total Pages | : 436 |
| Release | : 2021-12-16 |
| Genre | : Psychology |
| ISBN | : 131771542X |
Research in the field of human social development is moving at an astonishing pace. Within psychology, children's social behaviour has attracted interest from cognitive, social, clinical, and educational psychologists employing a wide variety of techniques that range from conversational analysis to experimental designs. Contributions have also come from beyond the domain of traditional psychology such as evolutionary theorists, behaviour geneticists, cultural anthropologists, and ethologists. This book aims to bring the reader to the cutting edge of this work by including original contributions from those in the very forefront of their discipline. Each contributor has spent years working in their specialist area and the authors have been given the freedom to argue for very different positions on the origins and sequence of children's social competence. The Social Child brings together controversial and sometimes conflicting positions on issues of central importance to society. It considers the likely impact of rising divorce rates and single parenting, how media images affect children's understanding and behaviour, how genes inform development, the role parents have, whether changing sex roles have had an impact on children's social interactions, and the sources from which children acquire behaviour. This book will be relevant to those interested in children's behaviour both professionally (social workers, teachers, educational psychologists, therapists, youth workers) and academically. It can also be used as a textbook for second and third year undergraduates and by postgraduates.
