Academic literature on the topic 'Networks of friends, classroom peer'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Networks of friends, classroom peer.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Networks of friends, classroom peer"
1
Shin, Huiyoung. "Social contagion of academic behavior: Comparing social networks of close friends and admired peers." PLOS ONE 17, no. 3 (March 24, 2022): e0265385. http://dx.doi.org/10.1371/journal.pone.0265385.
Full textAbstract:
Peer relations become significant socializing agents for diverse behaviors during adolescence. This study investigated relationship selection and social influence of early adolescents’ close friends and admired peers with regard to academic behavioral engagement. A stochastic actor-based model of social network analysis was used to examine classroom social networks across 2 waves (Mage = 11.46; N = 542) based on peer nominations. Adolescents were asked to nominate their “close friends they hang around with and talk to the most” and peers that they “admire, respect, and want to be like” Results indicated that adolescents who were similar in academic engagement more often became friends. Also, close friends’ and admired peers’ academic engagement contributed to adolescents’ own academic engagement over time. The results suggest that both close friends and admired peers are important channels for social contagion of academic behavior and that examining social relations beyond friends are important for advancing our understanding of peer social influence during adolescence.
2
Scharenberg, Katja, Sebastian Röhl, and Wolfram Rollett. "Who Are Your Friends in Class?" Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 52, no. 3-4 (July 2020): 75–87. http://dx.doi.org/10.1026/0049-8637/a000230.
Full textAbstract:
Abstract. Educational settings such as classrooms provide important opportunities for social learning through interactions with peers. Our paper addresses the research question of whether and to what extent classroom composition characteristics make a difference. We carried out multilevel analyses based on a sample of n = 791 students in 48 classrooms (grades 5 – 7) in inclusive lower-secondary comprehensive schools in Baden-Württemberg (Germany). 22.6 % of the variance in students’ reciprocal friendship nominations were attributable to classroom-level differences. A higher average socioeconomic status and, respectively, a lower percentage of immigrant students negatively affected the number of reciprocal friendship nominations within classrooms. These results indicate that more privileged classroom settings can be related to less dense friendship networks of students. Our findings can be understood as an impulse to consider contextual factors when evaluating and addressing the social structure of classrooms in research and practice.
3
Raabe, Isabel J., Zsófia Boda, and Christoph Stadtfeld. "The Social Pipeline: How Friend Influence and Peer Exposure Widen the STEM Gender Gap." Sociology of Education 92, no. 2 (January 29, 2019): 105–23. http://dx.doi.org/10.1177/0038040718824095.
Full textAbstract:
Individuals’ favorite subjects in school can predetermine their educational and occupational careers. If girls develop weaker preferences for science, technology, engineering, and math (STEM), it can contribute to macrolevel gender inequalities in income and status. Relying on large-scale panel data on adolescents from Sweden (218 classrooms, 4,998 students), we observe a widening gender gap in preferring STEM subjects within a year (girls, 19 to 15 percent; boys, 21 to 20 percent). By applying newly developed random-coefficient multilevel stochastic actor-oriented models on social network data (27,428 friendships), we investigate how social context contributes to those changes. We find strong evidence that students adjust their preferences to those of their friends (friend influence). Moreover, girls tend to retain their STEM preferences when other girls in their classroom also like STEM (peer exposure). We conclude that these mechanisms amplify preexisting preferences and thereby contribute to the observed dramatic widening of the STEM gender gap.
4
Ferreira, Milene, Cecília Aguiar, Nadine Correia, Margarida Fialho, and Júlia Serpa Pimentel. "Social Experiences of Children With Disabilities in Inclusive Portuguese Preschool Settings." Journal of Early Intervention 39, no. 1 (December 1, 2016): 33–50. http://dx.doi.org/10.1177/1053815116679414.
Full textAbstract:
Based on peer sociometric reports, we examined how number of friendships, social acceptance, and characteristics of social networks vary as a function of disability profile. We also investigated teachers’ awareness of the sociometric status of young children with disabilities. Participants were 86 children with disabilities (63 boys) enrolled in inclusive preschool classrooms of the Metropolitan Area of Lisbon, Portugal ( Mage = 67.33 months, SD = 10.54). Findings suggest that children with severe or sociobehavioral disabilities may be at increased risk of social rejection and isolation, having fewer friends and lower social network centrality than children with mild disabilities. Low agreement between teachers’ classifications of the social status of children with disabilities and classifications based on peer nominations raises concerns about their awareness of processes of social rejection and neglect. Findings highlight the need for interventions to support positive social experiences at the dyadic and group levels in Portuguese inclusive preschool classrooms.
5
Quiroga, Enedina, Arrate Pinto-Carral, Isaías García, Antonio Molina, Tania Fernández-Villa, and Vicente Martín. "The Influence of Adolescents’ Social Networks on Alcohol Consumption: A Descriptive Study of Spanish Adolescents Using Social Network Analysis." International Journal of Environmental Research and Public Health 15, no. 9 (August 21, 2018): 1795. http://dx.doi.org/10.3390/ijerph15091795.
Full textAbstract:
In adolescence, friends are important due to their influence on the acquisition of habits such as alcohol consumption. However, there is a lack of studies that describe the structural context of adolescents, which would be useful to implement prevention strategies. Therefore, our research question was how adolescent friendship networks influence alcohol consumption. Our goal was to determine the structural profile of adolescent at-risk alcohol users and their relational context in the classroom. We designed a descriptive cross-sectional study based on social network analysis to analyze structural patterns. We recruited 195 students. Social-network and alcohol-consumption variables were analyzed using the UCINET and STATA programs. Some 86.67% of participants had consumed alcohol at some time in their lives and the prevalence of at-risk alcohol use was higher in females (50.48% vs. 49.52%; OR: 1.84; CI 95%: 0.99–3.43%; p = 0.036). The lower the intensity of friendship, the more contacts adolescent at-risk alcohol users had within the network, and the easier it was for them to access their peers. Consequently, we conclude that the structure of a class is a key factor that merits further research.
6
Berger, Christian, Mariola Claudia Gremmen, Diego Palacios, and Eduardo Franco. "“Would You Be My Friend?”: Friendship Selection and Contagion Processes of Early Adolescents Who Experience Victimization." Journal of Early Adolescence 39, no. 9 (January 28, 2019): 1286–310. http://dx.doi.org/10.1177/0272431618824753.
Full textAbstract:
Victimization in early adolescence can have severe negative consequences later in life. Friendships are especially important in this time period. The present study investigated friendship selection and influence (contagion) processes with regard to victimization, as well as prosocial and aggressive characteristics of victims’ friends. Using social network analyses (RSiena), we longitudinally analyzed data of five fourth-grade classrooms, including 185 students (56.8% girls; [Formula: see text] age at Time 1 = 10 years old). Results showed that early adolescents who experience peer victimization were not likely to select peers with similar levels of victimization as friends but selected prosocial peers as friends. Moreover, friends did not become more similar over time in their victimization levels. Prosocial students selected similar peers as friends. The discussion highlights the relevance of fostering positive peer relations for targeting victimization and discusses the defending role of friends in victimization situations.
7
Murphy, Alexandrea Danielle, Derrick Gordon, Hans Sherrod, Victoria Dancy, and Trace Kershaw. "Friends, Family, and Foes." American Journal of Men's Health 7, no. 3 (November 26, 2012): 228–42. http://dx.doi.org/10.1177/1557988312467816.
Full textAbstract:
Fathers can play an important role in child development and family functioning. However, little is known about the influence of paternal perceptions of fatherhood involvement or the influence of fathers’ peer networks. We explored the network characteristics (density, closeness, and degree centrality) and peer norms regarding sex, fatherhood, and other risk behaviors of 52 urban adult males in New Haven, Connecticut. Results identify that engagement in high-risk sexual behavior was associated with fatherhood involvement, with 88% of less involved fathers engaging in high-risk sexual behavior ( p = .004). Denser networks were positively correlated with unfavorable peer norms such as cheating on a partner or drinking or using drugs ( p < .05). Our findings suggest that peer networks are important to father’s health and behavior and that father’s behaviors may be affected by peer norms. Interventions designed for men may be strengthened by including peers in programming and by addressing norms and norm changing.
8
Müller, Christoph Michael, Verena Hofmann, Janine Fleischli, and Felix Studer. "Classroom Peer Influence From the Entire Class, Dominant Students, and Friends." Journal of Cognitive Education and Psychology 15, no. 1 (2016): 122–45. http://dx.doi.org/10.1891/1945-8959.15.1.122.
Full textAbstract:
Recent research indicates that the development of antisocial behavior among students is influenced by the behavioral characteristics of their classmates. However, not all peers in a given class may exert the same influence. Thus, we examined the extent to which individual development is predicted by the perceived proportion of all students with antisocial behavior in the classroom, socially dominant students, and friends. A short-term longitudinal study comprising 4 measurements was conducted on 7th-grade students. In total, 825 students completed self- and peer-reports on aggressive, delinquent, and disruptive classroom behavior. Longitudinal, multilevel negative binomial analyses showed that the perceived characteristics of the entire classroom, dominant students, and friends in one’s class significantly predicted self-reported aggressive and disruptive behavioral development but not delinquency. The impact of the 3 social groups under study in this regard did not differ significantly. Classroom effects were independent of students’ out-of-classroom friend influences.
9
Currie, Jeanne. "Supporting Learners Within a Secondary School Context Using the My FRIENDS Youth Skills for Life Programme: Five Participants and Their Experience." Kairaranga 17, no. 2 (July 1, 2016): 43–50. http://dx.doi.org/10.54322/kairaranga.v17i2.209.
Full textAbstract:
The My FRIENDS Youth Skills for Life programme is a group cognitive behaviour therapy (CBT) based programme and was used with a group of five young secondary students who had previously experienced difficulty with emotional regulation, peer relationships and discipline at school. A mixed method approach was used and included screening questionnaires, school record data and participant feedback. Themes identified include emotional regulation, peer relationships, discipline, and classroom referrals. The mean result for emotional regulation did not reveal substantial change, however, on an individual level, one participant improved and one reduced. Peer relationships demonstrated an overall improvement. Discipline and classroom referrals reduced and the participant’s recognitions (acknowledgements) increased at school. The results of the research project indicate that the My FRIENDS Youth Skills for Life programme assisted participants with developing life management skills, namely emotional regulation, developing peer and teacher relationships, and problem-solving.
10
Asscheman, J. Susanne, Jin He, Susanne Koot, J. Marieke Buil, Lydia Krabbendam, and Pol A. C. van Lier. "Classroom peer preferences and the development of sharing behavior with friends and others." International Journal of Behavioral Development 44, no. 5 (March 25, 2020): 412–23. http://dx.doi.org/10.1177/0165025420911094.
Full textAbstract:
This study examined the sex-specific developmental trajectories of sharing behavior in the Dictator Game with an anonymous other, best friend, and disliked peer and associations with peer likeability and peer dislikeability in 1,108 children (50.5% boys) followed annually across grades 2–6 (ages 8–12) of elementary school. Results showed that sharing with an anonymous other and disliked peer remained stable over time. Sharing with a best friend decreased slightly between grades 2 and 5 and then remained stable. Girls consistently shared more with all recipients than boys. Moreover, children who were liked by classmates shared more with a best friend, while disliked children shared less with all recipients. Findings emphasize the importance of considering characteristics of both recipient and actor when studying the development of sharing behavior.
Dissertations / Theses on the topic "Networks of friends, classroom peer"
1
Fedeli, Emanuele. "The classroom as a sorting machine: The influence of teachers, friends, and peers on students’ outcomes." Doctoral thesis, Università degli studi di Trento, 2020. http://hdl.handle.net/11572/273813.
Full textAbstract:
The work emphasizes that the roots of inequality find fertile breeding grounds on the educational systems and focuses on classroom aiming to understand possible sources of inequality among mates because it is an environment where students interact, sharing much time together. In detail, I investigate how hierarchies, networks of friends, and classroom peers influence students’ motivations, aspirations, academic competences, behaviors, and educational choices.
In chapter I of this work, I outline a theoretical framework arguing that classroom inequality is a result of varying characteristics of the interacting actors such as their gender, age, ethnic origin, socioeconomic background as well as academic competencies. The classroom sorting of students with specific characteristics broadly depends on formal and informal institutional rules. To shed light on these patterns of educational systems, I rely on three distinct concepts, such as inequality, diversity, and sorting.
In chapter II of this work, I test whether teachers’ grading is an inequality-enhancing factor in Italy. Previous contributions suggest that teacher’s grading is biased by preferences and stereotypes. My idea is that teachers’ grading standards might produce a hierarchy among students, even among equally able students. This hierarchy, in turn, could have a pervasive influence on students’ perception of their own competencies, thereby influencing their academic achievement, motivation, and self-stigma.
In chapter III, I investigate the extent to which extent smoking and drinking friends lead to emulate the same behavior in a critical age like the adolescence. Unhealthy habits dramatically affect life expectancy, above all, when rooted in the early stage of individual development. In addition, I analyze if non-reciprocal friendship matters more or not as a driver of the behavior emulation because adolescents desire to be accepted.
In final chapter IV, I test to what extent the presence of students with a migration background affects several outcomes in classrooms, including students’ attitudes and anti-social behavior. Italy is dealing with a dramatic increase of immigrant students since the late ‘80s, but a series of data suggest that the school is not well equipped for this challenge.
Overall, the thesis aims to contribute to important theoretical debates in the sociology and economics of education, such as the role of relative positions in the social environment (chapter II), peer effects in critical developmental stages (chapter III), and the social integration in heterogeneous contexts (chapter IV). However, it aims also to inform policymakers on possible side effects of current widespread educational practices such as grading on a curve (chapter II), the actual role of peers in the spreading of unhealthy behaviors among adolescents (chapter III), and the need of imposing interventions devoted to optimizing classrooms compositions (chapter IV).
2
Bussone, Krista Ann D'Albenzio. "Making Friends: Teacher Influence on Students' Peer Relationships." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/122942.
Full textAbstract:
School PsychologyPh.D.
A 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.
Temple University--Theses
3
Marchenko, Maria. "Endogenous Shocks in Social Networks: Exam Failures and Friends' Future Performance." WU Vienna University of Economics and Business, 2019. http://epub.wu.ac.at/7100/1/wp292.pdf.
Full textAbstract:
Exam failures of the students in a specific network may influence not only the future performance of the student but also all students from their friendship networks, affecting the overall cohort's performance. Therefore, it is crucial to understand how the whole network responses to failure. The difficulty of such analysis is incorporated in the probability of the failures being highly endogenous. In this paper, I am applying the novel identification and estimation approach to deal with such endogeneity. I am exploring the dynamic data on the students' networks in HSE, Nizhniy Novgorod. The results suggest that, on average, the exam failure of the friend have a negative effect on future performance.Series: Department of Economics Working Paper Series
4
Sage, Nicole Ann. "Peer Network Emergence and Change in the Classroom: A Multiple Systems Perspective." PDXScholar, 2009. https://pdxscholar.library.pdx.edu/open_access_etds/303.
Full textAbstract:
This study examined peer group processes in the classroom that can potentially explain how motivationally "rich" children get "richer" whereas motivationally "poor" children get "poorer." In contrast to research on group processes which focuses on socialization from group to individual, this study focuses on contributions from the individual to his/her group. The viewpoint taken for this study is that children actively choose group members based on their own self-system state, thereby creating their own peer environments in which they develop.Viewed as open complex systems, children's natural peer groups were examined using data collected from students and their teachers at five measurement points across a school year in four grade 4/5 classrooms. Out of 112 students, data were obtained for 94 (51 male, 43 female) children regarding their classroom engagement, peer network affiliations, and associative preferences ("ideal groups" of classmates with whom they would like to hang out). In an effort to overcome some of the challenges that group researchers face, methodologies argued to reliably capture children's networks and to measure the network's psychological characteristics were used. In addition, a hierarchical systems framework was applied whereby the underlying group processes could be examined across time. Two of seven hierarchical perspectives were used to examine influences from the individual to his/her network. Focusing first on the changing nature of a child's network, findings revealed a pattern of robust equilibrium. Networks showed an initial period of rapid change in member turnover (approximately 45%) during the first few months and then evolved quickly toward a stable (attractor) state of approximately 25% turnover the remainder of the year. Focusing next on the proximal processes by which the peer network emerges--selection and elimination--children were found to be more similar to those whom they would like to select than those whom they would like to eliminate. Taken together, the findings suggest that the child creates a peer context in the classroom that is stimulating and compatible to his/her own changes in engagement across the school year, thereby providing a possible explanation for how the motivationally "rich" get "richer" and the "poor" get "poorer".
5
"Friends with Autism: A Comprehensive Approach to Building Social Skills Among Students with Autism and an At-Risk Peer in the General Education Classroom." Doctoral diss., 2013. http://hdl.handle.net/2286/R.I.17797.
Full textAbstract:
abstract: The rise in the number of students found to have autism has been staggering over the past ten years. Accommodating these students effectively and appropriately in a public school is a challenge many teachers are deemed with, sometimes without adequate training. This study was aimed at affecting the underlying social misunderstandings inherent to students with Autism Spectrum Disorder and an at-risk general education peer through a comprehensive intervention consisting of peer mentoring, interactive social stories and video modeling strategies. Observations, student interviews, vignettes and student and researcher journals served as data sources. Three fourth grade boys, including a student with autism, a peer with behavioral concerns and a model peer, participated in an intervention designed using a multiple baseline across behaviors. The target students, including the student with autism and the peer with behavioral concerns increased their ability to demonstrate three distinctive skills, attending to task, raising hand and academic responding. Analysis of the data also showed an overall increase in levels of engagement and motivation. Strong friendships developed among all three participants. Implications suggest that a comprehensive approach is effective in reducing unwanted social behaviors and promoting positive social skills and gives further insight into the target students' motivation.Dissertation/Thesis
Ed.D. Leadership and Innovation 2013
Books on the topic "Networks of friends, classroom peer"
1
Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. [Toronto, ON: s.n.], 1989.
Find full text
2
Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. [Toronto, ON: s.n.], 1988.
Find full text
3
Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.
Find full text
4
Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. [Ontario: s.n.], 1992.
Find full text
5
Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. [Toronto, Ont: s.n, 1993.
Find full text
6
Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.
Find full text
7
Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.
Find full text
8
Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.
Find full text
9
Bickford, Tyler. Schooling New Media. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190654146.001.0001.
Full textAbstract:
Schooling New Media is an ethnography of children’s music and media consumption practices at a small elementary and middle school in Vermont. It examines how transformations in music technologies influence the way children, their peers, and adults relate to one another in school. Focusing especially on digital music devices—MP3 players—it reveals the key role of intimate, face-to-face relationships in structuring children’s uses of music technologies. It explores how headphones mediate face-to-face peer relationships, as children share earbuds and listen to music with friends while participating in their peer groups’ dense overlap of talk, touch, and gesture. It argues that kids treat MP3 players less like “technology” and more like “toys,” domesticating them within traditional childhood material cultures already characterized by playful physical interaction and portable objects such as toys, trading cards, and dolls that can be shared, manipulated, and held close. Kids use digital music devices to expand their repertoires of communicative practices—like passing notes or whispering—that allow them to maintain intimate connections with friends beyond the reach of adults. Kids position the connections afforded by digital music listening as a direct challenge to the overarching language and literacy goals of classroom education. Schooling New Media is unique in its intensive ethnographic attention to everyday sites of musical consumption and performance. And it is uniquely interdisciplinary, bringing together approaches from music education, ethnomusicology, technology studies, literacy studies, and linguistic anthropology to make integrative arguments about the relationship between consumer technologies, childhood identities, and educational institutions.
10
Baker, Andy, Barry Ames, and Lúcio Rennó. Persuasive Peers. Princeton University Press, 2020. http://dx.doi.org/10.23943/princeton/9780691205779.001.0001.
Full textAbstract:
In Latin America's new democracies, political parties and mass partisanship are not deeply entrenched, leaving many votes up for grabs during election campaigns. In a typical presidential election season, between one-quarter and one-half of all voters change their voting intentions across party lines in the months before election day. Advancing a new theory of Latin American voting behavior, this book argues that political discussions within informal social networks among family members, friends, neighbors, coworkers, and acquaintances explain this volatility and exert a major influence on final voting choices. The book shows that weakly committed voters defer to their politically knowledgeable peers, creating vast amounts of preference change as political campaigns unfold. Peer influences also matter for unwavering voters, who tend to have social contacts that reinforce their voting intentions. Social influence increases political conformity among voters within neighborhoods, states, and even entire regions, and the authors illustrate how party machines use the social topography of electorates to buy off well-connected voters who can magnify the impact of the payoff. The book demonstrates how everyday communication shapes political outcomes in Latin America's less-institutionalized democracies.
Book chapters on the topic "Networks of friends, classroom peer"
1
Kindermann, Thomas A., Brandy A. Brennan, James L. DeLaney, and Daniel L. Grimes. "How Do Students Make Friends?" In Peer Relationships in Classroom Management, 128–55. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003148647-11.
Full text
2
Bagwell, Catherine L., and Karen P. Kochel. "Can Friends Also Be Foes?" In Peer Relationships in Classroom Management, 159–82. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003148647-13.
Full text
3
Cohen, Robert, Samantha Newman, and Robert Washington. "What Happens When Friends Fight?" In Peer Relationships in Classroom Management, 27–43. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003148647-5.
Full text
4
Rinn, Anne N., and Rebecca Johnson. "Should Gifted Students Be Friends with Non-Gifted Students?" In Peer Relationships in Classroom Management, 95–108. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003148647-9.
Full text
5
Ryan, Allison M., Jessica E. Kilday, and Nicole R. Brass. "Can Friends Help Motivate Each Other to Do Well?" In Peer Relationships in Classroom Management, 109–27. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003148647-10.
Full text
6
Palfreyman, David M. "Family, Friends, and Learning Beyond the Classroom: Social Networks and Social Capital in Language Learning." In Beyond the Language Classroom, 17–34. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230306790_3.
Full text
7
Moor, Irene, Laura Hoffmann, Martin Mlinarić, and Matthias Richter. "Social Networks, Health, and Health Inequalities in Youth." In Social Networks and Health Inequalities, 129–51. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-97722-1_8.
Full textAbstract:
AbstractSince 1960s school-based surveys also focused on social networks of young people. In comparison with other life stages, the evidence regarding social network research is more advanced for school-aged children. These studies identified that homophile of peer groups in adolescence can be attributed to two mechanisms: the thesis of social influence (young people adapt to health and health behaviour of their friends) and the thesis of selection (adolescents choose their friends according to whether they show the same attitudes and (health) behavior as they do themselves). The existing studies focused especially on substance use (smoking and drinking) but also on physical activity and nutrition and to a lesser extent also on mental health, where both these are relevant. However, for explaining health inequalities the evidence is scarce. This chapter will give an overview of social network research on young people and will give insights into the few existing studies regarding the explanation of health inequalities in adolescence (especially regarding smoking). It will also emphasize the need for further research in explaining health inequalities (beyond tobacco consumption) as well as longitudinal research designs.
8
Kindermann, Thomas A., Tanya L. McCollam, and Ellsworth Gibson. "Peer networks and students' classroom engagement during childhood and adolescence." In Social Motivation, 279–312. Cambridge University Press, 1996. http://dx.doi.org/10.1017/cbo9780511571190.014.
Full text
9
Roush, Paula, and Ruth Brown. "Publishing with Friends." In Social Computing, 1120–38. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-984-7.ch071.
Full textAbstract:
Publishing with friends is the account of an action research cycle in which a print-on-demand Web site, Lulu.com, became a classroom for second and third year digital photography students to publish their photobooks. Building on the earlier use of a blogging platform as a personal learning environment, this narrative explores the pedagogical prospects of the read/write Web, and illustrates the way in which students use social networks for creative produsage (Bruns, 2008). Students were positive about the pedagogical approach, and the opportunities to gain valuable hands-on experience in their chosen field of study.
10
Yow, Kin Choong, and Nitin Mittal. "Mobile Commerce Multimedia Messaging Peer." In Mobile Computing, 1194–203. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-054-7.ch099.
Full textAbstract:
In a mobile-commerce world, shops could provide product brochures, cards, sounds, songs and so forth in the form of multimedia messaging presentations, which could be used by a customer to send to friends. Shopping malls will have information kiosks equipped with wireless access capabilities, and could perform searches across the mall’s network to update its multimedia message repository. Customers can download and distribute to their friends such multimedia content via mobile messaging, leading to increased revenue for the shops. Over the years, mobile messaging has become an essential means of communication, and it is going to be even more so with the merging of the Internet and Mobile Networks. The ability to message from a phone to a computer on the Internet and vice versa is making messaging a powerful means of communication (Yeo, Hui, Soon, & Lau, 2001). This article discusses the development of a multimedia messaging client for a personal digital assistant (PDA) and a Kiosk providing multimedia messages composition, search, share and send capabilities. Various messaging technologies, enabling wireless technologies and the peer-topeer model, are also discussed and evaluated in this article. We substantiate the ideas discussed in this article with a description of an MMS PDA client application using JXTA with specific references to a shopping mall scenario.
Conference papers on the topic "Networks of friends, classroom peer"
1
Hyungjin Kim and Sanghwan Lee. "A peer to peer social networking service exploiting triangle relationship among friends." In 2013 Fifth International Conference on Ubiquitous and Future Networks (ICUFN). IEEE, 2013. http://dx.doi.org/10.1109/icufn.2013.6614933.
Full text
2
Nistor, Cristina mihaela. "E-LEARNING AND SOCIAL NETWORKING: FRIENDS OR FOES IN STUDYING ROMANIAN AS A FOREIGN LANGUAGE?" In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-203.
Full textAbstract:
For Politehnica students, it is only natural to use e-learning tools in and out of the classroom; the rapid technological development has helped both students and teachers in more ways than one. Indeed, for digital natives - the majority of our students -, on-line learning, mobile learning, and social networking feel as natural as breathing. Since technology encourages on-line communication to the detriment of face-to-face interaction, teachers may have a hard time demonstrating the benefits of more traditional methods in studying a foreign language. In this paper, I will draw your attention to the special case of the students who come to the University "Politehnica" of Bucharest to study Romanian as a foreign language. These students, who come from various parts of the world, try their best to adapt to the new environment and overcome the many difficulties posed by the Romanian language at all levels (pronunciation, grammar, vocabulary). Their future professional success is closely linked to their ability to master the Romanian language. Still, there is another aspect to consider here: nobody can learn a language only by studying theories and doing exercises; one also needs a lot of practice - with native speakers, ideally. Taking all that into account, my paper dares to raise the question, "are e-learning tools and social networks friends or foes to our foreign students in their attempt to learn Romanian?" It goes without saying that the necessity for both social adjustment and linguistic accuracy is reflected by activities that combine team work and individual performance and lead to students' becoming accomplished professionals. Nevertheless, how many of those activities should be of the blended type, and how many can we trust students to try by themselves? There must be a balance between controlled learning and independent production, when it comes to learning a language; that is why my paper reflects mainly on the necessity of combining the good theories one may get from on-line sources with face-to-face meetings that ensure good communication skills.
3
Cristescu, Irina. "THE EFFECT OF SOCIAL INFLUENCE ON THE MOTIVES OF USING SOCIAL NETWORKS." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-234.
Full textAbstract:
The proliferation of online social networks (OSNs) among university students becomes a challenge for teachers in what regards finding new ways of exploiting the educational potential of social networks. The increasing popularity of OSNs among students is raising several research questions regarding the motives for joining and using the social networking websites. The online social networks are information and communication technologies that facilitate the interaction and the network creation among professors, pupils, students and parents, on the one side, and content creation within and outside the classroom, on the other side. Facebook is an example of an OSN capable of offering educational support such as: increased communication among students, greater access to course materials, collaboration, increased enjoyment, students' community building, thematic discussion groups. The objective of this article is to present and explore the relationship between social influence and the motives of using Facebook by students from an educational perspective. Three categories of motives have been considered: extending social relations, information & collaboration, and maintaining social relations. A total of 758 students from seven Romanian universities took part in this study. The results of a multiple-regression analysis show that social influence has an effect on the motives of using Facebook. People and friends influence students in extending their social relations through the use of Facebook. The use of OSNs depends on the degree to which students perceive that other persons important to them believe they should use a specific technology. The results of this research contribute to a better understanding of the importance of social influence in taking the decision to use Facebook.
4
Stoica, George adrian, and Raoul pascal Pein. "TAKING THE PULSE OF THE CLASSROOM WITH RESPONSE TECHNOLOGY." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-042.
Full textAbstract:
The core goal of response technology is to facilitate gathering the input from a large audience. The results should be available to the presenter fast enough and in a form that allows further use in the dialogue with that audience. Obviously, there are many ways to achieve this and even more methods for using the obtained instant feedback. The technology is trying to establish a dialogue between lecturer and audience instead of having a unidirectional communication. In the last two and a half decades the response technology has been gradually adopted in educational settings at various levels and in several fields. There are many terms used to describe the response technology systems but they normally fall into one of the following broad categories: voting systems and clickers - based on proprietary hardware and communication, online and mobile based response systems - based on standard data networks and leveraging existing hardware and software and finally mixed systems that combine both approaches. This paper presents a short introduction to response technology in general and then it focuses on one2act response technology tools and in special the Student Response System (SRS). SRS is concerned with obtaining instant feedback from the students during the class. The system can use students' own smart-phones, tablets or laptops as interaction tools. HiST has over the past years developed tools which utilize existing infrastructure (e.g. wi-fi) to gather feedback from students, both in-class and outside of classes. Considerable research has gone into developing methods which allow the teacher to harness student feedback to achieve effective teaching. Feedback facilitates ownership of the learning process, in the sense that it enables students to become active actors in their own learning process, with the teacher as a guide and facilitator. Students get to see that they can influence the learning process, which in turn has the effect of increasing their engagement with the activities. When used for in-class quizzes or tests, response technology can be used to quickly uncover misunderstandings and misconceptions, and then let the teacher provide feedback and corrective actions at a time when the students are most receptive to learn. Students can be engaged in peer learning processes which let share and reflect on concepts and learning strategies. The paper ends with a discussion about challenges in adopting response technology and influence on the teaching methods.
5
Montalvo, Gemma, Gloria Quintanilla, Fernando E. Ortega-Ojeda, Carmen García-Ruiz, Pablo Prego-Meleiro, Carmen Figueroa Navarro, Begoña Bravo-Serrano, et al. "Peer actions for a service learning project to prevent drug-facilitated sexual assaults." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11313.
Full textAbstract:
The service-learning methodology combines active learning processes and community service. This service-learning experience was performed using an interdisciplinary and cross plan. The teachers made a horizontal coordination in the courses, and a vertical coordination in subjects of the Degrees involved. This allowed working together in the students’ curricular training process. It also permitted covering various specific skills, as corresponds to the different subjects, whilst optimizing the students’ workload. The service addressed the problem of drug-facilitated sexual assaults (DFSA) in the youth leisure nightlife. DFSA is the temporary disability of a person caused by a decrease in her/his volitional and cognitive abilities due to the voluntary or involuntary consumption of a psychoactive substance. An active learning about the problem was encouraged in the classroom, focused on recognizing myths, attitudes, and risk situations. The service-learning actions to the community was based on an anonymous survey conducted among the students, which dealt with the problem. The Service Learning was stimulated through the design, planning and development of activities aimed at gaining social awareness of the existing problem while favouring peer learning processes. The students undertook awareness actions at different levels, spreading their message by means of social networks, high school workshops, and information stands on the street.
6
Vazquez cano, Esteban, and M. ª. luisa Sevillano garcía. "ONLINE SCHOOL COMMUNITIES: THE ROLE OF PARENTS IN BUILDING THE SCHOOL THROUGH NETWORKING." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-164.
Full textAbstract:
Digital communication and management of the school through networks makes educational communities (families, teachers and students) to be integrated in a more productive and beneficial way at the school. To this end, in this current Information Society, the school communities need institutional support based on interactive tools that are operative in this digital context. Parents should be informed and participate constantly about the progress of their children but also they must be involved in the knowledge of tasks, exercises and activities that are performed in the classroom and school. These aspects: school organization, digital communication among all members of school communities, educational programming, along with teaching functions can be significantly improved with the use of institutional interactive networks that include communicative functions and school management in a virtualized way. The new forms of school organization are betting on the introduction of corporate management networks to enable and enhance virtualized school organization and teaching functions. The functions that mainly enhance are: functions related to communication process of teaching programming, e-learning to support the face to face sesions and communication among teachers, students and families electronically. Social computing represents a new research frontier for information systems. For example, it is transforming various aspects of software development: the development process is becoming participatory and often voluntary; the type of tools used is changing, and computing is moving to a more network-centric, and less of a desktop-bound stage. It transforms the way individuals process and interact with information, rendering a much more dynamic and mobile information domain centered on individual participants who interact with it through a wide variety of devices. The need for organisations to learn and to innovate rapidly is a consistent theme in approaches to novel organisational forms (Fulk & DeSanctis, 1995). It seems that hierarchies are being replaced by communication and influence relationships (Reich, 1991), resulting in more flexible organisational forms that rely on peer-to-peer collaboration in achieving their objectives. We develop a research in which we analyze the assessment by different sectors of the educational community of the functionality of these new management tools and virtualized communication in improving educational quality and relationships in schools.
Reports on the topic "Networks of friends, classroom peer"
1
Hilbrecht, Margo, David Baxter, Alexander V. Graham, and Maha Sohail. Research Expertise and the Framework of Harms: Social Network Analysis, Phase One. GREO, December 2020. http://dx.doi.org/10.33684/2020.006.
Full textAbstract:
In 2019, the Gambling Commission announced a National Strategy to Reduce Gambling Harms. Underlying the strategy is the Framework of Harms, outlined in Measuring gambling-related harms: A framework for action. "The Framework" adopts a public health approach to address gambling-related harm in Great Britain across multiple levels of measurement. It comprises three primary factors and nine related subfactors. To advance the National Strategy, all componentsneed to be supported by a strong evidence base. This report examines existing research expertise relevant to the Framework amongacademics based in the UK. The aim is to understand the extent to which the Framework factors and subfactors have been studied in order to identify gaps in expertise and provide evidence for decision making thatisrelevant to gambling harms research priorities. A social network analysis identified coauthor networks and alignment of research output with the Framework. The search strategy was limited to peer-reviewed items and covered the 12-year period from 2008 to 2019. Articles were selected using a Web of Science search. Of the 1417 records identified in the search, the dataset was refined to include only those articles that could be assigned to at least one Framework factor (n = 279). The primary factors and subfactors are: Resources:Work and Employment, Money and Debt, Crime;Relationships:Partners, Families and Friends, Community; and Health:Physical Health, Psychological Distress, and Mental Health. We used Gephi software to create visualisations reflecting degree centrality (number of coauthor networks) so that each factor and subfactor could be assessed for the density of research expertise and patterns of collaboration among coauthors. The findings show considerable variation by framework factor in the number of authors and collaborations, suggesting a need to develop additional research capacity to address under-researched areas. The Health factor subcategory of Mental Health comprised almost three-quarters of all citations, with the Resources factor subcategory of Money and Debt a distant second at 12% of all articles. The Relationships factor, comprised of two subfactors, accounted for less than 10%of total articles. Network density varied too. Although there were few collaborative networks in subfactors such as Community or Work and Employment, all Health subfactors showed strong levels of collaboration. Further, some subfactors with a limited number of researchers such as Partners, Families, and Friends and Money and debt had several active collaborations. Some researchers’ had publications that spanned multiple Framework factors. These multiple-factor researchers usually had a wide range of coauthors when compared to those who specialised (with the exception of Mental Health).Others’ collaborations spanned subfactors within a factor area. This was especially notable forHealth. The visualisations suggest that gambling harms research expertise in the UK has considerable room to grow in order to supporta more comprehensive, locally contextualised evidence base for the Framework. To do so, priority harms and funding opportunities will need further consideration. This will require multi-sector and multidisciplinary collaboration consistent with the public health approach underlying the Framework. Future research related to the present analysis will explore the geographic distribution of research activity within the UK, and research collaborations with harms experts internationally.