scholarly journals Brief Research Report: Agreement Between Teacher and Student Reports on Students’ Acceptance and Rejection

2021 ◽  
Vol 6 ◽  
Author(s):  
Noemi Schoop-Kasteler ◽  
Christoph M. Müller
Keyword(s):  
Social Status ◽  
Evaluation Study ◽  
Assessment Method ◽  
Research Report ◽  
Mainstream Classrooms ◽  
The Social ◽  
Teachers And Students ◽  
Teacher Reports ◽  
Peer Nominations ◽  
Student Reports

Student-reported peer nominations are typically used to obtain information on the social status (i.e., acceptance and rejection) of students in their classrooms. However, under certain circumstances this assessment method cannot be used, for example for logistical reasons or with students with intellectual disabilities (ID) who are not always able to fill out peer nominations. In such instances, teacher reports on students’ expected nominations may serve as a proxy. As part of a larger study on students with ID, we evaluated the agreement between teachers’ and students’ peer reports regarding individual students’ acceptance and rejection using unlimited nomination procedures in Grades 4–6 mainstream classrooms. As many students with ID cannot fill out peer nominations, this evaluation study used a sample of typically developing students without ID. Teachers (n = 27, Mage = 34.24 years, SD = 10.85; 85.2% female) nominated all peers from the classroom who they believed individual students would report as “liked” and “not liked”. For direct comparison, students (n = 441, Mage = 11.36 years, SD = 0.89; 46.8% female) themselves were also asked to report their “liked” and “not liked” nominations. Students received both more “liked” and more “not liked” nominations from their peers than from their teachers. Students’ social status as calculated from teacher reports showed only partial agreement with social status as calculated from student reports, suggesting that in mainstream classrooms student reports cannot be easily replaced by teacher reports. Perspectives on the application of teacher-reported peer nominations in special needs settings are discussed.

Social Status Differences among Subgroups of LD Boys

1987 ◽  
Vol 10 (4) ◽  
pp. 277-282 ◽  
Author(s):  
Steven Landau ◽  
Richard Milich ◽  
Max McFarland
Keyword(s):  
Social Status ◽  
Peer Relations ◽  
Behavioral Problems ◽  
Learning Disabled ◽  
Control Group ◽  
Cognitive Tests ◽  
The Social ◽  
Peer Nominations ◽  
Status Differences ◽  
Normal Controls

The present study examined the sociometric status of subgroups of learning disabled (LD) boys. Groups were based on differences in Verbal IQ/Performance IQ patterns on the WISC-R: V > P (n = 12); P > V (n = 26); and V = P (n = 27). Data were also available for a normal control group (n = 252). Peer nominations of popularity, rejection, and behavioral problems as well as teacher ratings of externalizing behaviors were collected for each subject. Results indicated that, relative to controls, the boys in the V = P group were most often rejected by their peers and were perceived to be more aggressive than participants in the other two LD groups. Additionally, boys in the P > V and V = P groups were significantly less popular than normal controls. In contrast, boys in the V > P group were found to exhibit few peer-relations problems. These results suggest that not all LD boys are at equal risk for peer problems, and that their pattern of scores on cognitive tests may offer insight in to factors that could account for the social status difficulties experienced by LD individuals.

scholarly journals Learning Disabilities and Low Social Status: The Role of Peer Academic Reputation and Peer Reputation of Teacher Liking

2017 ◽  
Vol 51 (3) ◽  
pp. 211-222 ◽  
Author(s):  
Lisa van der Sande ◽  
Marloes M. H. G. Hendrickx ◽  
Henrike J. Boor-Klip ◽  
Tim Mainhard
Keyword(s):  
Learning Disabilities ◽  
Social Status ◽  
Structural Equation ◽  
Protective Factor ◽  
Equation Modeling ◽  
Academic Reputation ◽  
Fifth Grade Students ◽  
The Social ◽  
Peer Nominations ◽  
Bayesian Structural Equation Modeling

Although many studies have found that children with learning disabilities (LD) are less liked by peers than children without LD, the results are not unequivocal. In the present study, we investigated the social status (in terms of likeability and popularity) of children with LD by considering peer academic reputation and peer reputation of teacher liking. These variables are potentially important alternative factors for differences in social status between children with and without LD. Fifth-grade students ( n = 1,453; Mage = 10.60) in 58 classes in the Netherlands completed peer nominations for academic reputation, teacher liking, and social status. The data were analyzed with Bayesian structural equation modeling. The associations between LD and social status were completely mediated by the lower peer academic reputation of children with LD. As expected, peer reputation of teacher liking served as a protective factor against low social status for children with low peer academic reputation in general but not specifically for children with LD. Implications for research and practice are discussed.

A Descriptive Assessment of Social Relationships in Integrated Classrooms

1994 ◽  
Vol 19 (4) ◽  
pp. 302-313 ◽  
Author(s):  
Laura J. Hall
Keyword(s):  
Young Children ◽  
Social Status ◽  
Social Relationships ◽  
Children With Disabilities ◽  
Free Play ◽  
Teaching Staff ◽  
The Social ◽  
Integrated Classrooms ◽  
The Individual ◽  
Peer Nominations

Multiple measures were used in four integrated classes of young children to assess the social relationships. Observational recordings during indoor and outdoor free play activities, peer nominations, and teacher and peer interviews provided information about social status and strength of association between children with disabilities and their classmates. Results revealed that reciprocal, positive relationships were found between children with disabilities and classmates in all classes. However, the individual differences in social status and social profile of the children with disabilities indicate that varied patterns of social relationships are found in integrated classrooms. A brief interview with the young children and teaching staff provided valuable information about relationships based on: helping or pity, shared interest in activities, and friendship. Expectations regarding the social relationships in integrated classes are discussed.

The Prevalence of Developmental Instruction in Public and Catholic Schools

2010 ◽  
Vol 112 (9) ◽  
pp. 2405-2440 ◽  
Author(s):  
Sean Kelly
Keyword(s):  
Social Context ◽  
Catholic Schools ◽  
Research Question ◽  
Catholic School ◽  
School Teachers ◽  
The Social ◽  
Teachers And Students ◽  
Teacher Reports ◽  
Catholic School Teachers ◽  
Developmental Instruction

Background/Context Prior research has investigated differences in course-taking patterns and achievement growth in public and Catholic schools, but the nature of instruction in Catholic schools is currently understudied. One important dimension of instruction that impacts student engagement is the prevalence of developmental or student-centered instruction. Purpose/Objective/Research Question/Focus of Study The overall goal of the present study was to investigate whether student and teacher reports of developmental instruction differ in public and Catholic schools. In addition, is a teacher's approach to instruction shaped by the social context of the school, as measured by the teacher's perception of her students? Finally, can differences in the social context of schools explain reported differences in the prevalence of developmental instruction in public and Catholic schools? Population, Participants/Subjects Data for this analysis came from the Chicago School Study, a large longitudinal study of public and Catholic schools in the Chicago area. Research Design The prevalence of developmental instruction in public and Catholic schools was analyzed using three student-reported measures of developmental instruction and one teacher-reported measure. Multilevel regression models were used to investigate the relationship between four potential predictors of developmental instruction—teachers’ perceptions of challenging instruction, teachers’ expectations of students’ future educational attainment, teachers’ knowledge of their students’ cultural backgrounds, and principals’ endorsement of developmental instruction—and teacher reports of developmental instruction. Conclusions Catholic school teachers and students were less likely to report the use of developmental instruction than public school teachers and students. This finding was particularly striking given Catholic school teachers’ high expectations for their students’ future educational attainments, a factor that was associated with an increased likelihood of reporting developmental methods in the classroom.

Cross-space Consumption among Undocumented Chinese Immigrants in the United States

2016 ◽  
Vol 2 (2) ◽  
pp. 158-182 ◽  
Author(s):  
Min Zhou ◽  
Xiangyi Li
Keyword(s):  
New York ◽  
Social Status ◽  
Chinese Immigrants ◽  
The United States ◽  
Ethnographic Study ◽  
Social Value ◽  
Left Behind ◽  
Currency Exchange ◽  
The Social ◽  
International Migrants

We consider cross-space consumption as a form of transnational practice among international migrants. In this paper, we develop the idea of the social value of consumption and use it to explain this particular form of transnationalism. We consider the act of consumption to have not only functional value that satisfies material needs but also a set of nonfunctional values, social value included, that confer symbolic meanings and social status. We argue that cross-space consumption enables international migrants to take advantage of differences in economic development, currency exchange rates, and social structures between countries of destination and origin to maximize their expression of social status and to perform or regain social status. Drawing on a multisited ethnographic study of consumption patterns in migrant hometowns in Fuzhou, China, and in-depth interviews with undocumented Chinese immigrants in New York and their left-behind family members, we find that, despite the vulnerabilities and precarious circumstances associated with the lack of citizenship rights in the host society, undocumented immigrants manage to realize the social value of consumption across national borders and do so through conspicuous consumption, reciprocal consumption, and vicarious consumption in their hometowns even without being physically present there. We conclude that, while cross-space consumption benefits individual migrants, left-behind families, and their hometowns, it serves to revive tradition in ways that fuel extravagant rituals, drive up costs of living, reinforce existing social inequality, and create pressure for continual emigration.

Doing Bodhisattva’s Work

2020 ◽  
Vol 15 (4) ◽  
pp. 4-32
Author(s):  
Le Hoang Anh Thu
Keyword(s):  
Social Interaction ◽  
Social Class ◽  
Social Status ◽  
Social Stratification ◽  
Social Groups ◽  
The State ◽  
Ho Chi Minh City ◽  
Class Identity ◽  
The Social

This paper explores the charitable work of Buddhist women who work as petty traders in Hồ Chí Minh City. By focusing on the social interaction between givers and recipients, it examines the traders’ class identity, their perception of social stratification, and their relationship with the state. Charitable work reveals the petty traders’ negotiations with the state and with other social groups to define their moral and social status in Vietnam’s society. These negotiations contribute to their self-identification as a moral social class and to their perception of trade as ethical labor.

Attention Sustainability Impact on Social Status in the Class

2020 ◽  
Vol 8 (1) ◽  
pp. 37-46
Author(s):  
Stanislava Varadinova
Keyword(s):  
Social Status ◽  
Communication Skills ◽  
School Dropout ◽  
Learning Material ◽  
Early School ◽  
The Social ◽  
The Creation ◽  
The Individual ◽  
The Way ◽  
Positive Environment

The attention sustainability and its impact of social status in the class are current issues concerning the field of education are the reasons for delay in assimilating the learning material and early school dropout. Behind both of those problems stand psychological causes such as low attention sustainability, poor communication skills and lack of positive environment. The presented article aims to prove that sustainability of attention directly influences the social status of students in the class, and hence their overall development and the way they feel in the group. Making efforts to increase students’ attention sustainability could lead to an increase in the social status of the student and hence the creation of a favorable and positive environment for the overall development of the individual.

STUDI TATA RUANG RUMAH TINGGAL SUKU TALANG MAMAK (Spatial Study Talang Mamak Tribe House)

2015 ◽  
Vol 12 (2) ◽  
pp. 97
Author(s):  
Gun Faisal ◽  
Dimas Wihardyanto
Keyword(s):  
Grounded Theory ◽  
Social Status ◽  
Theory Method ◽  
The Core ◽  
Grounded Theory Method ◽  
Hunting And Gathering ◽  
The Social ◽  
Open Coding ◽  
Household Activities ◽  
Axial Coding

The Talang Mamak tribe, one of Indonesian tribe, still practices the hunting and gathering of natural produce despite the fact that among them have chosen to settle permanently and doing farming activities. The aim of this research is to study the characteristics of the Talang Mamak house. The method used in this research is grounded theory method, based on the open coding, axial coding as well selective coding techniques. The method used to find the variation layout of the houses and then evaluate the characters and concept of the layouts. The conclusion of this study is that the core of the Talang Mamak house is based on the connectivity of four rooms namely: Ruang Haluan, Ruang Tangah, Ruang Tampuan and Pandapuran. The house has an open layout where all daily household activities are done without barriers. The social status of the owner is identified by houses furniture and staf

Myriad Aspects of Secular Thinking on Malayali Cuisine

GIS Business ◽  
2019 ◽  
Vol 14 (3) ◽  
pp. 202-206
Author(s):  
SAJITHA M
Keyword(s):  
Social Status ◽  
Daily Life ◽  
Social Indicators ◽  
The Body ◽  
Human Being ◽  
Healthy Life ◽  
The Social ◽  
The World ◽  
History Of ◽  
Civilized Society

Food is one of the main requirements of human being. It is flattering for the preservation of wellbeing and nourishment of the body.  The food of a society exposes its custom, prosperity, status, habits as well as it help to develop a culture. Food is one of the most important social indicators of a society. History of food carries a dynamic character in the socio- economic, political, and cultural realm of a society. The food is one of the obligatory components in our daily life. It occupied an obvious atmosphere for the augmentation of healthy life and anticipation against the diseases.  The food also shows a significant character in establishing cultural distinctiveness, and it reflects who we are. Food also reflected as the symbol of individuality, generosity, social status and religious believes etc in a civilized society. Food is not a discriminating aspect. It is the part of a culture, habits, addiction, and identity of a civilization.Food plays a symbolic role in the social activities the world over. It’s a universal sign of hospitality.[1]

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