Promoting Inclusive Communities in Diverse Classrooms: Teacher Attunement and Social Dynamics Management-Reference-Cited by-同舟云学术

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Promoting Inclusive Communities in Diverse Classrooms: Teacher Attunement and Social Dynamics Management

Published:2019-08-26 Issue:4 Volume:54 Page:286-305
ISSN:0046-1520
Container-title:Educational Psychologist
language:en
Short-container-title:Educational Psychologist

Author:

Farmer Thomas W.¹,Hamm Jill V.²,Dawes Molly³,Barko-Alva Katherine⁴,Cross Jennifer Riedl⁵

Affiliation:

1. Department of Psychology in Education, University of Pittsburgh

2. School of Education, University of North Carolina at Chapel Hill

3. College of Education, University of South Carolina

4. School of Education, William & Mary

5. Center for Gifted Education, William & Mary

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology

Link

https://www.tandfonline.com/doi/pdf/10.1080/00461520.2019.1635020

Reference127 articles.

1. Classroom-level predictors of the social status of aggression: Friendship centralization, friendship density, teacher–student attunement, and gender.

2. Teacher–Student Agreement on “Bullies and Kids They Pick On” in Elementary School Classrooms: Gender and Grade Differences

3. How the rights of all school students and teachers are affected by special educational needs or disability (SEND) services: Teaching, psychology, policy

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