Littérature scientifique sur le sujet « Networks of friends, classroom peer »
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Articles de revues sur le sujet "Networks of friends, classroom peer"
Shin, Huiyoung. « Social contagion of academic behavior : Comparing social networks of close friends and admired peers ». PLOS ONE 17, no 3 (24 mars 2022) : e0265385. http://dx.doi.org/10.1371/journal.pone.0265385.
Texte intégralScharenberg, Katja, Sebastian Röhl et Wolfram Rollett. « Who Are Your Friends in Class ? » Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 52, no 3-4 (juillet 2020) : 75–87. http://dx.doi.org/10.1026/0049-8637/a000230.
Texte intégralRaabe, Isabel J., Zsófia Boda et Christoph Stadtfeld. « The Social Pipeline : How Friend Influence and Peer Exposure Widen the STEM Gender Gap ». Sociology of Education 92, no 2 (29 janvier 2019) : 105–23. http://dx.doi.org/10.1177/0038040718824095.
Texte intégralFerreira, Milene, Cecília Aguiar, Nadine Correia, Margarida Fialho et Júlia Serpa Pimentel. « Social Experiences of Children With Disabilities in Inclusive Portuguese Preschool Settings ». Journal of Early Intervention 39, no 1 (1 décembre 2016) : 33–50. http://dx.doi.org/10.1177/1053815116679414.
Texte intégralQuiroga, Enedina, Arrate Pinto-Carral, Isaías García, Antonio Molina, Tania Fernández-Villa et 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 (21 août 2018) : 1795. http://dx.doi.org/10.3390/ijerph15091795.
Texte intégralBerger, Christian, Mariola Claudia Gremmen, Diego Palacios et 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 (28 janvier 2019) : 1286–310. http://dx.doi.org/10.1177/0272431618824753.
Texte intégralMurphy, Alexandrea Danielle, Derrick Gordon, Hans Sherrod, Victoria Dancy et Trace Kershaw. « Friends, Family, and Foes ». American Journal of Men's Health 7, no 3 (26 novembre 2012) : 228–42. http://dx.doi.org/10.1177/1557988312467816.
Texte intégralMüller, Christoph Michael, Verena Hofmann, Janine Fleischli et 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.
Texte intégralCurrie, 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 (1 juillet 2016) : 43–50. http://dx.doi.org/10.54322/kairaranga.v17i2.209.
Texte intégralAsscheman, J. Susanne, Jin He, Susanne Koot, J. Marieke Buil, Lydia Krabbendam et 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 (25 mars 2020) : 412–23. http://dx.doi.org/10.1177/0165025420911094.
Texte intégralThèses sur le sujet "Networks of friends, classroom peer"
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.
Texte intégralBussone, 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.
Texte intégralPh.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
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.
Texte intégralSeries: Department of Economics Working Paper Series
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.
Texte intégral« 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.
Texte intégralDissertation/Thesis
Ed.D. Leadership and Innovation 2013
Livres sur le sujet "Networks of friends, classroom peer"
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.
Trouver le texte intégralConference, 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.
Trouver le texte intégralOntario 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.
Trouver le texte intégralOntario 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.
Trouver le texte intégralOntario 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.
Trouver le texte intégralOntario 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.
Trouver le texte intégralOntario 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.
Trouver le texte intégralOntario 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.
Trouver le texte intégralBickford, Tyler. Schooling New Media. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190654146.001.0001.
Texte intégralBaker, Andy, Barry Ames et Lúcio Rennó. Persuasive Peers. Princeton University Press, 2020. http://dx.doi.org/10.23943/princeton/9780691205779.001.0001.
Texte intégralChapitres de livres sur le sujet "Networks of friends, classroom peer"
Kindermann, Thomas A., Brandy A. Brennan, James L. DeLaney et Daniel L. Grimes. « How Do Students Make Friends ? » Dans Peer Relationships in Classroom Management, 128–55. New York : Routledge, 2022. http://dx.doi.org/10.4324/9781003148647-11.
Texte intégralBagwell, Catherine L., et Karen P. Kochel. « Can Friends Also Be Foes ? » Dans Peer Relationships in Classroom Management, 159–82. New York : Routledge, 2022. http://dx.doi.org/10.4324/9781003148647-13.
Texte intégralCohen, Robert, Samantha Newman et Robert Washington. « What Happens When Friends Fight ? » Dans Peer Relationships in Classroom Management, 27–43. New York : Routledge, 2022. http://dx.doi.org/10.4324/9781003148647-5.
Texte intégralRinn, Anne N., et Rebecca Johnson. « Should Gifted Students Be Friends with Non-Gifted Students ? » Dans Peer Relationships in Classroom Management, 95–108. New York : Routledge, 2022. http://dx.doi.org/10.4324/9781003148647-9.
Texte intégralRyan, Allison M., Jessica E. Kilday et Nicole R. Brass. « Can Friends Help Motivate Each Other to Do Well ? » Dans Peer Relationships in Classroom Management, 109–27. New York : Routledge, 2022. http://dx.doi.org/10.4324/9781003148647-10.
Texte intégralPalfreyman, David M. « Family, Friends, and Learning Beyond the Classroom : Social Networks and Social Capital in Language Learning ». Dans Beyond the Language Classroom, 17–34. London : Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230306790_3.
Texte intégralMoor, Irene, Laura Hoffmann, Martin Mlinarić et Matthias Richter. « Social Networks, Health, and Health Inequalities in Youth ». Dans Social Networks and Health Inequalities, 129–51. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-97722-1_8.
Texte intégralKindermann, Thomas A., Tanya L. McCollam et Ellsworth Gibson. « Peer networks and students' classroom engagement during childhood and adolescence ». Dans Social Motivation, 279–312. Cambridge University Press, 1996. http://dx.doi.org/10.1017/cbo9780511571190.014.
Texte intégralRoush, Paula, et Ruth Brown. « Publishing with Friends ». Dans Social Computing, 1120–38. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-984-7.ch071.
Texte intégralYow, Kin Choong, et Nitin Mittal. « Mobile Commerce Multimedia Messaging Peer ». Dans Mobile Computing, 1194–203. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-054-7.ch099.
Texte intégralActes de conférences sur le sujet "Networks of friends, classroom peer"
Hyungjin Kim et Sanghwan Lee. « A peer to peer social networking service exploiting triangle relationship among friends ». Dans 2013 Fifth International Conference on Ubiquitous and Future Networks (ICUFN). IEEE, 2013. http://dx.doi.org/10.1109/icufn.2013.6614933.
Texte intégralNistor, Cristina mihaela. « E-LEARNING AND SOCIAL NETWORKING : FRIENDS OR FOES IN STUDYING ROMANIAN AS A FOREIGN LANGUAGE ? » Dans eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-203.
Texte intégralCristescu, Irina. « THE EFFECT OF SOCIAL INFLUENCE ON THE MOTIVES OF USING SOCIAL NETWORKS ». Dans eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-234.
Texte intégralStoica, George adrian, et Raoul pascal Pein. « TAKING THE PULSE OF THE CLASSROOM WITH RESPONSE TECHNOLOGY ». Dans eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-042.
Texte intégralMontalvo, 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 ». Dans Sixth International Conference on Higher Education Advances. Valencia : Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11313.
Texte intégralVazquez cano, Esteban, et M. ª. luisa Sevillano garcía. « ONLINE SCHOOL COMMUNITIES : THE ROLE OF PARENTS IN BUILDING THE SCHOOL THROUGH NETWORKING. » Dans eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-164.
Texte intégralRapports d'organisations sur le sujet "Networks of friends, classroom peer"
Hilbrecht, Margo, David Baxter, Alexander V. Graham et Maha Sohail. Research Expertise and the Framework of Harms : Social Network Analysis, Phase One. GREO, décembre 2020. http://dx.doi.org/10.33684/2020.006.
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