Promoting Inclusive Communities in Diverse Classrooms: Teacher Attunement and Social Dynamics Management
By T. Farmer, Jill V. Hamm, Molly Dawes, Katherine Barko-Alva, J. Cross. Educational Psychology, 2019
139 citations recorded by the source corpus.
Classroom social integration with peers is vital to students’ school success, and all students can benefit from contact with peers who are different in various ways. Teachers are uniquely positioned to support the social adaptation of diverse learners but require an understanding of classroom dynamics. Moreover, teachers need strategies that help to leverage positive peer dynamics and that promote an engaged classroom climate for all students. Reflecting a person-in-context perspective, this review discusses the peer relations and social adjustment of students, particularly in classrooms with a diverse range of student characteristics and instructional needs, and proposes that teachers’ use of social dynamics management strategies can foster classroom communities that support the involvement and adjustment of all students.
Subfields: Education, Safety Research, Social Psychology
View Paper: https://www.semanticscholar.org/paper/42bcad92bb1352833aa0989b0d3325c433a88a47
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Citations in the corpus
- Promoting Social Inclusion in Educational Settings: Challenges and Opportunities (2019, background): “…and inclusion, recommendations have been made to incorporate new teacher training tools into social-emotional learning programs (Trach, Lee, & Hymel, 2018), such as “scouting reports,” from which teachers learn about the social dynamics of their classrooms (see Farmer et al., 2019/this issue).”