Teaching Practices and Elementary Classroom Peer Ecologies.

By Scott D. Gest, Philip C. Rodkin. 2011

289 citations recorded by the source corpus.

Subfields: Education, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/f318b1995ff45c3cb168b7e52373b919d75be560

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Safety Research

In Social Psychology

Citations in the corpus

School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes (2015, background): “…al. 2010; Atteberry and Bryk 2010) or administrator-teacher networks (Penuel et al. 2006) that shape academic and instructional climate, it also has the potential to be useful when assessing social processes within school, such as teacher community or student peer networks (Gest and Rodkin 2011).”
Promoting Inclusive Communities in Diverse Classrooms: Teacher Attunement and Social Dynamics Management (2019, background): “As suggested in Table 1, greater attunement is useful to teachers as they make decisions about where to place students and which students to pair together (Gest & Rodkin, 2011).”
What Can Student Perception Surveys Tell Us About Teaching? Empirically Testing the Underlying Structure of the Tripod Student Perception Survey (2016, background): “For example, students are often experts in ‘‘contingencies of their social environments’’ (McCaslin & Hickey, 2001, p. 137) and, therefore, likely attune to the nuances of peer interaction that are conditioned indirectly, but powerfully, by a teacher’s instructional practice (Gest & Rodkin, 2011).”
Popularity as an organizing factor of preadolescent friendship networks: Beyond prosocial and aggressive behavior. (2013, background): “…activities, and identifying the latent social capital (what was called by Gronlund (1959) “leadership potential”) among high status children, have the potential to use peer social ecologies as a malleable factor to promote prosocial behavior and positive youth adjustment (Gest & Rodkin, 2011).”
Teacher Management of Elementary Classroom Social Dynamics (2014, background): “For example, teachers vary in the factors they consider most important in arranging classroom seating patterns (Gest & Rodkin, 2011).”
Considerations for classroom seating arrangements and the role of teacher characteristics and beliefs (2016, methodology): “Preliminary results also suggested that teachers’ considerations can influence students’ degree of liking and disliking each other (friendships) (Gest and Rodkin 2011).”