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dc.contributor.advisorRotheram-Fuller, Erin
dc.creatorBussone, Krista Ann D'Albenzio
dc.date.accessioned2020-10-21T14:26:54Z
dc.date.available2020-10-21T14:26:54Z
dc.date.issued2011
dc.identifier.other864885061
dc.identifier.urihttp://hdl.handle.net/20.500.12613/888
dc.description.abstractA total of 236 kindergarten to eighth grade students and 15 teachers from an elementary school in a northeastern U.S. city provided information about their perceptions of teacher involvement in students' peer relationships. Students provided additional information about classroom social networks. Both students and teachers indicated that they perceive teachers to be important in student peer relationships. None of the teacher characteristics (including teacher education, years of teaching, or ethnicity) were related to teacher perceptions of involvement in students' peer relationships. In lower grade groups (kindergarten to second grade), there were significant sex differences, with boys rating their teachers as more involved than girls; sex differences were not significant in either the middle (third to fifth grade) or upper (sixth to eighth grade) grade groups. As hypothesized, there were significant differences between grade groups, with students in the lower grades rating their teacher as more involved than students in either the middle or upper grade groups, and middle grade groups rating their teachers as more involved than the upper grade groups. Teacher and student perceptions of teacher involvement in students' peer relationships were then analyzed to determine whether these perceptions were related to classroom cohesiveness, as measured by social networks. The results were not significant, indicating that teacher and student perceptions of teacher involvement in students' peer relationships were not related to classroom social networks. This research provides a first look into both teacher and student perceptions into teacher involvement in classroom peer relationships, which school psychologists can use to help teachers construct supportive classroom environments. This research is a case study of one school, and therefore generalization from this sample is difficult. Future research should examine this element in schools of varying climate and region.
dc.format.extent120 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectPsychology
dc.subjectEducational Psychology
dc.subjectClassroom Friendships
dc.subjectClassroom Relationships
dc.subjectStudent Friendships
dc.subjectStudent Relationships
dc.subjectStudent Teacher Relationship
dc.subjectTeacher Influence
dc.titleMaking Friends: Teacher Influence on Students' Peer Relationships
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberFarley, Frank
dc.contributor.committeememberCromley, Jennifer
dc.contributor.committeememberDuCette, Joseph P.
dc.contributor.committeememberThurman, S. Kenneth
dc.description.departmentSchool Psychology
dc.relation.doihttp://dx.doi.org/10.34944/dspace/870
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
refterms.dateFOA2020-10-21T14:26:54Z


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