Teachers' attunement to students' peer group affiliations as a source of improved student experiences of the school social–affective context following the middle school transition

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Teacher Management of Elementary Classroom Social Dynamics (2014, background): “These findings are consistent with other research suggesting that teacher knowledge of classroom peer affiliation patterns are associated with more positive school adjustment (Hamm et al., 2011; Neal et al., 2011) and that teachers’ active efforts to support positive friendship connections can foste”
A Theoretically Grounded Exploration of the Social and Emotional Outcomes of Transition to Secondary School (2012, background): “…between primary and secondary school, as well as greater motivation and engagement with the secondary school and its staff (Anderman & Leake, 2007; Hamm et al., 2011; Neild, 2009; NSW Department of Education and Training, 2006; Rice, Frederickson, & Seymour, 2011; Turner, 2007; Zeedyk et al.,…”
Promoting Social Inclusion in Educational Settings: Challenges and Opportunities (2019, background): “, & Galv an, A. (2009). Bullying as a means to foster compli-”
Promoting Inclusive Communities in Diverse Classrooms: Teacher Attunement and Social Dynamics Management (2019, unknown): “com/definition/society Stevens, R. J., & Slavin, R. E. (1995). The cooperative elementary”
Addressing school bullying: Insights from theories of group processes (2015, unknown): “Initial research on the SEALS program (Farmer et al., 2013; Hamm et al., 2011) has provided some promising results in this regard.”