Garrote, Ariana
Lade...
E-Mail-Adresse
Geburtsdatum
Projekt
Organisationseinheiten
Berufsbeschreibung
Nachname
Garrote
Vorname
Ariana
Name
Garrote, Ariana
24 Ergebnisse
Suchergebnisse
Gerade angezeigt 1 - 10 von 24
- 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
- PublikationLehrkraftfeedback, soziale Kompetenzen und soziale Ablehnung. Ein personenzentrierter Ansatz zur Identifizierung gefährdeter Lernender(18.03.2024) Garrote, Ariana; Nesme, Celina; Moser Opitz, Elisabeth06 - Präsentation
- 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
- 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
- PublikationZusammenhang zwischen Lehrpersonen-Feedback und Peerakzeptanz in Primarschulklassen. Ergebnisse einer Längsschnittstudie(29.11.2019) Garrote, Ariana; Wullschleger, Andrea; Schnepel, Susanne; Jaquiéry, Lea; Moser Opitz, Elisabeth06 - Präsentation
- PublikationSocial acceptance in inclusive classrooms. Which teaching practices and characteristics matter?(17.09.2018) Garrote, Ariana; Krähenmann, Helena; Wullschleger, Andrea; Schnepel, Susanne; Felder, Franziska; Jaquiéry, Lea; Moser Opitz, Elisabeth06 - Präsentation
- PublikationEffects of teacher feedback behaviour on social participation in inclusive classrooms. Results of a longitudinal study(13.09.2018) Garrote, Ariana; Wullschleger, Andrea; Jaquiéry, Lea; Schnepel, Susanne; Moser Opitz, Elisabeth06 - Präsentation
- PublikationThe social participation of pupils with special educational needs in inclusive classrooms. A multidimensional perspective(12.09.2018) Garrote, Ariana; Moser Opitz, Elisabeth06 - Präsentation
- «
- 1 (current)
- 2
- 3
- »