Classroom Social Dynamics Management: Why the Invisible Hand of the Teacher Matters for Special Education

Farmer, Thomas W.; Dawes, Molly; Hamm, Jill V.; Lee, David; Mehtaji, Meera; Hoffman, Abigail S.; Brooks, Debbie S.

doi:10.1177/0741932517718359

Cited by 60 publications

(65 citation statements)

References 78 publications

(195 reference statements)

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“…While many studies have revealed the effect of classroom management on student academic outcomes (e.g., Hattie, 2009), this result supports the finding that student social outcomes are influenced by teachers' classroom management practices as well (e.g., Soodak and McCarthy, 2006). Further, it provides empirical evidence for the concept of the "invisible hand" that refers to the potential teachers have to unobtrusively influence the classroom social dynamics (Farmer et al, 2018). Whether intentionally or not, first to third grade teachers had an impact on the social acceptance level of the peer group through their classroom management practices.…”

Section: Discussionsupporting

confidence: 68%

Social Acceptance in Inclusive Classrooms: The Role of Teacher Attitudes Toward Inclusion and Classroom Management

et al. 2020

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Social acceptance is vital to students’ development. Being rejected by classmates can result in negative socio-emotional and academic outcomes. Finding relevant factors to be able to effectively support student social acceptance is especially challenging in inclusive classrooms because of the high heterogeneity of the student group. There is evidence that social acceptance is determined by the social behavior of students. In addition, current research suggests that affect-motivation dispositions, such as teacher attitudes, are related to teaching practices, which in turn are associated with student outcomes. This longitudinal study examines, on an individual level, the relationship between social behavior and the social acceptance of students. On a classroom level, the extent to which a teacher’s attitudes toward the inclusion of students with special educational needs affects their classroom management (i.e., implementation of clear rules and successful time management) is analyzed. In addition, the effect of teacher attitudes toward inclusion and classroom management on social acceptance in the classroom is investigated. The social acceptance of a sample of 580 students in 34 inclusive classrooms was assessed at the beginning and the end of the school year. In addition, student social behavior was rated by peers at the beginning of the school year. Teachers (n = 34) were asked about their attitudes toward inclusion at the beginning of the school year. One mathematics lesson in each classroom was videotaped to assess the teachers’ classroom management practices. Multilevel structural equation models revealed a positive relationship between student social behavior and their social acceptance in the peer group. Contrary to expectations, teachers’ attitudes toward inclusion did not predict their classroom management practices (i.e., implementation of clear rules and successful time management). As hypothesized, teachers’ classroom management predicted the level of social acceptance in the classroom, whereas teachers’ attitudes toward the inclusion of students with special educational needs did not. The study results are discussed in light of previous findings and implications for teacher education are described.

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Section: Discussionsupporting

confidence: 68%

Social Acceptance in Inclusive Classrooms: The Role of Teacher Attitudes Toward Inclusion and Classroom Management

et al. 2020

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“…Effort should be invested in reducing peer rejection by promoting positive social interactions and train pupils' social skills. Teachers may even seek out suitable playmates and guide social interactions (Farmer et al, 2018). Additionally, teachers can promote acceptance in classrooms by explaining pupils' behavioral difficulties to classmates.…”

Section: Strengths and Limitationsmentioning

confidence: 99%

Behavioral classroom norms in special education: Associations with peer acceptance and rejection

Swart

Delsing

Efferen

et al. 2019

International Journal of Behavioral Development

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This study investigated the role of behavioral norms on concurrent links between problem behaviors (externalizing problems, internalizing problems, attention–hyperactivity problems) and social status (acceptance, rejection) in special education classrooms at four time points within and across school years. Two opposing models were considered, the “person–group similarity model,” suggesting moderation of behavioral norms, and the “social skill model,” suggesting no moderation. The sample included a total of 580 pupils (88% boys, Mage Time1 = 10.82 years, SD = .86) attending 37 classrooms from 13 Dutch schools for special education. Multilevel analyses revealed that the data generally supported a “social skill model,” meaning that higher individual levels of attention–hyperactivity problems and externalizing problems were related to lower acceptance and higher rejection, independent of behavioral norms. Support for behavioral norms as moderators of the link between individual behaviors and social status was limited to pupils with attention–hyperactivity problems being less rejected in classrooms in which this behavior was normative. In sum, these results provide an initial exploration of the role of behavioral norms in special education. Various explanations for the results, including special education characteristics and the value of behavioral norms, are discussed.

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“…For example, van den Berg and Stoltz () showed that seating arrangements in the classroom can be a useful tool to increase peer liking. Also, a teacher's general classroom organization and management style can provide opportunities for positive peer relationships, an approach sometimes described as a teacher's ‘invisible hand’ (Farmer, Dawes, Hamm, et al, ). Accordingly, the reduced levels of social interactions between peers in special needs classrooms may be targeted through active observation of peer relationships, followed by systematically providing opportunities for positive peer interactions in class.…”

Section: Discussionmentioning

confidence: 99%

Peer relationships of students with intellectual disabilities in special needs classrooms – a systematic review

Schoop-Kasteler

Müller

2019

Research in Spec Educ Needs

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Students with intellectual disabilities (ID) often experience difficulties in their peer relationships at school. Although a broad knowledge base on peer relationships in inclusive classrooms exists, much less is known about peer relationships in special needs classrooms. We conducted a systematic review of the literature on peer relationships in special needs classrooms for students with ID. Studies that provided information on social status, social interactions, friendships, or the classroom networks of students with ID in special needs classrooms were included. Findings from 36 studies suggest that students with ID in special needs classrooms develop and maintain differentiated peer relationships. The characteristics of these peer relationships vary depending on student (e.g., cognitive skills) and classroom factors (e.g., type of special needs classroom). Results are discussed in terms of their relevance for supporting peer relationships between students with ID. Future directions for studying peer relationships in special needs classrooms are proposed.ª 2019 NASEN

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Classroom Social Dynamics Management: Why the Invisible Hand of the Teacher Matters for Special Education

Cited by 60 publications

References 78 publications

Social Acceptance in Inclusive Classrooms: The Role of Teacher Attitudes Toward Inclusion and Classroom Management

Social Acceptance in Inclusive Classrooms: The Role of Teacher Attitudes Toward Inclusion and Classroom Management

Behavioral classroom norms in special education: Associations with peer acceptance and rejection

Peer relationships of students with intellectual disabilities in special needs classrooms – a systematic review

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