Aggression in Inner-City Early Elementary Classrooms: Individual and Peer-Group Configurations

2002 ◽  
Vol 48 (1) ◽  
pp. 52-76 ◽  
Author(s):  
David B. Estell ◽  
Robert B. Cairns ◽  
Thomas W. Farmer ◽  
Beverley D. Cairns
Keyword(s):  
Inner City ◽  
Peer Group ◽  
Elementary Classrooms ◽  
Early Elementary

Social relations and academic achievement in inner-city early elementary classrooms

2002 ◽  
Vol 26 (6) ◽  
pp. 518-528 ◽  
Author(s):  
David B. Estell ◽  
Thomas W. Farmer ◽  
Robert B. Cairns ◽  
Beverley D. Cairns
Keyword(s):  
Academic Achievement ◽  
Inner City ◽  
Social Relations ◽  
First Graders ◽  
Elementary Classrooms ◽  
Childhood And Adolescence ◽  
Early Elementary ◽  
Relationship Of ◽  
The Relationship ◽  
City Schools

There is a great deal of research documenting the relationship of peers to academic achievement in late childhood and adolescence, but little work documenting the extent to which this holds for younger children. The current research examined the classroom social structure and academic achievement of inner-city African-American early elementary schoolchildren. Ninety-two (53 boys, 39 girls) first-graders from two inner-city schools were followed for 2 years. Teacher ratings of popularity and academic ability were positively related, and distinct peer groups marked by similar levels of achievement of constituent members were identified. Longitudinal analyses found support for selective affiliation based on academic achievement.

Social Networks and Peer-Assessed Problem Behavior in Elementary Classrooms

1999 ◽  
Vol 20 (4) ◽  
pp. 244-256 ◽  
Author(s):  
Thomas W. Farmer ◽  
Richard M. Van Acker ◽  
Ruth Pearl ◽  
Philip C. Rodkin
Keyword(s):  
Problem Behavior ◽  
Students With Disabilities ◽  
Group Membership ◽  
Peer Group ◽  
Peer Groups ◽  
Sixth Grade ◽  
Elementary Classrooms ◽  
Network Centrality ◽  
School Services ◽  
Social Network Centrality

Peer-assessed problem behavior was examined in relation to peer group membership and social network centrality (social prominence) in 59 fourth-, fifth-, and sixth-grade classes. Differences among students with and without disabilities were explored. Peer assessments for Starts Fights, Gets in Trouble, and Disruptive were used to identify students with high levels of problem behavior. Students with high peer-assessed problem behavior tended to associate with peers who shared their behavioral features, and they were as socially prominent as students with low problem behavior. Most students with high peer-assessed problem behavior were students without disabilities, but students with disabilities were overrepresented at the highest levels of problem behavior. Within prominent problem behavior peer groups, students without disabilities tended to have higher prominence than students with disabilities. Implications for school services are discussed.

Development of student–teacher relationships in rural early elementary classrooms

2013 ◽  
Vol 28 (3) ◽  
pp. 520-528 ◽  
Author(s):  
Kathleen Cranley Gallagher ◽  
Kirsten Kainz ◽  
Lynne Vernon-Feagans ◽  
Kelley Mayer White
Keyword(s):  
Student Teacher ◽  
Elementary Classrooms ◽  
Early Elementary ◽  
Teacher Relationships ◽  
Student Teacher Relationships

Assessment of Practices in Early Elementary Classrooms

2013 ◽  
Author(s):  
Mary Louise Hemmeter ◽  
Kelly L. Maxwell ◽  
Melinda Jones Ault ◽  
John W. Schuster
Keyword(s):  
Elementary Classrooms ◽  
Early Elementary

Engineering in Early Elementary Classrooms Through the Integration of High-Quality Literature, Design, and STEM+C Content

2018 ◽  
pp. 175-201 ◽  
Author(s):  
Kristina M. Tank ◽  
Tamara J. Moore ◽  
Brianna L. Dorie ◽  
Elizabeth Gajdzik ◽  
M. Terri Sanger ◽  
...  
Keyword(s):  
Elementary Classrooms ◽  
Early Elementary ◽  
High Quality ◽  
Quality Literature

“Do Some Wondering”: Children and theirSelf-Understanding Selvesin Early Elementary Classrooms

2016 ◽  
Vol 39 (2) ◽  
pp. 229-251
Author(s):  
Matt Aronson ◽  
Steve Bialostok
Keyword(s):  
Elementary Classrooms ◽  
Early Elementary
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