Garrote, Ariana
Lade...
E-Mail-Adresse
Geburtsdatum
Projekt
Organisationseinheiten
Berufsbeschreibung
Nachname
Garrote
Vorname
Ariana
Name
Garrote, Ariana
32 Ergebnisse
Suchergebnisse
Gerade angezeigt 1 - 10 von 32
- PublikationLehrkraftfeedback, soziale Kompetenzen und soziale Ablehnung. Ein personenzentrierter Ansatz zur Identifizierung gefährdeter Lernender(18.03.2024) Garrote, Ariana; Nesme, Celina; Moser Opitz, Elisabeth06 - Präsentation
- PublikationDer Zusammenhang zwischen Lehrkraftfeedback, Sozialverhalten und Ablehnung in standardisierten Mathematikstunden. Ergebnisse einer Videostudie(18.03.2024) Moser Opitz, Elisabeth; Diener, Marion; Hepberger, Brigitte; Kuratli Geeler, Susanne; Garrote, Ariana06 - Präsentation
- PublikationSocial behavior, academic achievement, language skills, and peer rejection in elementary school classes. The moderating role of teacher feedback(Routledge, 2024) Garrote, Ariana; Diener, Marion; Hepberger, Brigitte; Kuratli Geeler, Susanne; Nesme, Celina; Moser Opitz, Elisabeth [in: Educational Psychology]01A - Beitrag in wissenschaftlicher Zeitschrift
- PublikationPositives Feedback erhöht die soziale Akzeptanz unter Kindern(Dachverband Lehrerinnen und Lehrer Schweiz LCH, 05/2023) Garrote, Ariana; Wullschleger, Andrea; Moser Opitz, Elisabeth [in: Bildung Schweiz]01B - Beitrag in Magazin oder Zeitung
- PublikationTeacher feedback behaviour and peer acceptance in elementary classrooms(09/2022) Garrote, Ariana; Nesme, Celina; Moser Opitz, Elisabeth06 - Präsentation
- PublikationThe role of teacher feedback behavior in social processes in standardized classroom discussions(09.06.2022) Garrote, Ariana; Moser Opitz, Elisabeth06 - Präsentation
- PublikationDie Wirkung von unterschiedlichen Formen von co-teaching auf die von den Schülerinnen und Schülern wahrgenommene Unterrichtsqualität in inklusiven Klassen(Springer, 26.04.2021) Moser Opitz, Elisabeth; Maag Merki, Katharina; Pfaffhauser, Rico; Stöckli, Meret; Garrote, Ariana [in: Unterrichtswissenschaft]01A - Beitrag in wissenschaftlicher Zeitschrift
- PublikationThe social relationships of students with intellectual disabilities in inclusive classrooms(Pabst Science Publishers, 2021) Garrote, Ariana; Moser Opitz, Elisabeth [in: Empirische Sonderpädagogik]Social relationships with peers are very important for the development of all children. However , studies show that learners with special educational needs have greater difficulties in forming social relationships with peers than their classmates. However, research data and findings for children with intellectual disabilities (ID) are sparse. The present study investigates the social relationships of 7-to 8-year-old children with ID (n = 35) in inclusive classrooms (first to third year) over the course of one school year. Compared to a sample of matched same-sex classmates without ID with similar social skills (n = 35), the children with ID were less frequently named as playmates and had fewer reciprocal relationships at the end of the school year. There were no differences between children with and without ID in terms of nominations given, reciprocal relationships at the beginning of the school year and stable relationships. The results thus indicate that children with ID and without ID with comparable social skills had a similar number of stable relationships. However, children with ID formed fewer reciprocal relationships than their peers with similar social skills. Both children with IB and children without ID maintained stable reciprocal relationships mostly with same-sex peers (n = 26) who had significantly higher social skills. These findings provide important evidence for the development of strategies to promote social interactions and relationships in inclusive classrooms.01A - Beitrag in wissenschaftlicher Zeitschrift
- PublikationDisentangling the relationship between mathematical achievement, social skills, and social status in inclusive classrooms(Pabst Science Publishers, 2021) Schnepel, Susanne; Garrote, Ariana; Moser Opitz, Elisabeth [in: Empirische Sonderpädagogik]01A - Beitrag in wissenschaftlicher Zeitschrift
- PublikationSocial acceptance in inclusive classrooms: The role of teacher attitudes toward inclusion and classroom management(Frontiers, 2020) Garrote, Ariana; Felder, Franziska; Krähenmann, Helena; Schnepel, Susanne; Sermier Dessemontet, Rachel; Moser Opitz, Elisabeth [in: Frontiers in Education]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.01A - Beitrag in wissenschaftlicher Zeitschrift