BackgroundThe experience sampling method (ESM) is an increasingly popular data collection method to assess interpersonal dynamics in everyday life and emotions contextualized in real-world settings. As primary advantages of ESM sampling strategies include minimization of memory biases, maximization of ecological validity, and hypothesis testing at the between- and within-person levels, ESM is suggested to be appropriate for studying the daily lives of educational actors. However, ESM appears to be underutilized in education research. We, thus, aimed to systematically evaluate the methodological characteristics and quality of published ESM studies of social interactions among children and adolescents in school settings, as well as to explore how much variance in social interaction variables could be attributed to the within-person level.MethodUsing Academic Search Complete, APA PsycINFO, APA PsycArticles, ProQuest, Web of Science, Wiley Online Library, and SAGE Journals, and in accordance with PRISMA guidelines and pre-defined eligibility criteria, we conducted a systematic literature search of experience sampling studies up to November 2020. To assess methodological quality, we used a modified checklist for reporting of ESM studies.ResultsOf the originally 2 413 identified studies, a final 52 experience sampling studies were included in the present review. Findings on sample and study design characteristics generally revealed wide variability. Even if high-quality studies were associated with higher scores on the training of participants in using the ESM procedure, and use of incentives, these design strategies did not reveal a statistically significant impact on compliance. The intraclass correlation coefficient was reported in nine studies and on average 58% of the variance in social interaction variables could be attributed to within-person fluctuation between timepoints.ConclusionThe current study is the first to systematically review ESM-based studies on social interactions among children and adolescents in the school context. These observations suggest that ESM is a potentially favorable technique for extracting complex social phenomena in real-world settings. We hope that this review will contribute to improving the quality assessment of ESM studies as well as to inform and guide future experience sampling studies, particularly regarding social phenomena with children and adolescents in educational settings.

We examined the extent to which the perceived behavioral control factors of pro-social, emotional, or verbal-social self-efficacy (SE) as well as external locus of control (LOC) explain the variance between different participant roles: relational aggressors, relational victims, relational aggressive-victims, and bystanders. Participants included 1,518 adolescents (61.6% boys and 38.4% girls) from 15 Israeli middle and high schools. Multinomial logistic regression models indicated relational aggressors, and aggressive-victims had lower pro-social SE and higher verbal-social SE than relational victims and bystanders. Relational aggressors, aggressive-victims, and victims had more extensive external LOC than bystanders. The theoretical contribution of verbal-social SE is discussed, and practical implications are highlighted, in particular, regarding the relational aggressive-victim, who exhibits high-risk behaviors.

Peer-to-peer aggression and bullying is a social phenomenon and is related to social structures in the school. In-group membership as well as construction of the other and differentiation from other potential groups is an important predictor of one’s social identity. Social Dominance Orientation is an important addition to social identity theory as it examines both issues of social dominance and social egalitarianism and is related to out-group denigration. In this study, we examined whether social dominance theory (both the dominance and egalitarian forms) will add to the prediction of physical and relational aggression among adolescents. Using a bias-corrected 3-step approach, we used Latent Profile Analyses to examine the responses of 1617 Israeli adolescents on measures of social dominance and egalitarian orientation, salience of their social groups and moral disengagement. Based on the analysis, we identified four classes of respondents, which can be broken down into two distinct categories: high social dominance and moral disengagement and high social egalitarianism. We compared male and female adolescent respondents and group salience. We then compared the four latent profiles on the two distal variables of physical and relational peer-to-peer aggression. Findings have theoretical and applied relevance to further investigating issues of group dynamics and construction of the other as potential predictive factors in understanding peer-to-peer aggression and bullying.

Participant role theory describes the designation of social roles and the use of contextually appropriate social scripts and provides a context for the interpretation of a range of social and interpersonal issues, including bullying in the school setting. This study uses participant role theory to analyze interpersonal engagements in a 10th grade class in a high school in central Israel. Data were drawn from ethnographic observations conducted by the first author of the cohort over the course of a school year, together with in-depth semi-structured interviews with the students and teachers. The findings suggest that students apply “role switching” (the flexible presentation of multiple social roles, depending on context) to negotiate the challenge of bullying in the school setting. The study also assesses the influence of individual teachers on role switching, positing that a teacher's relationship with individual students can serve as a catalyst for role-switching in three specific circumstances: where the teacher–student relationship instigates bullying against a specific child; where the teacher is a bully; and where a supportive relationship enables positive role-switching on the part of specific classroom actors. These findings have theoretical and applied significance in both pre- and in-service training for teachers and school administrative staff.

Background While research has focused on understanding teachers’ attitudes towards the inclusion of children with special educational needs into general education classrooms, there are lacunae that have yet to be addressed. This study examined the association between perceived self-efficacy and attitudes towards inclusion among elementary school teachers. The study also examined the role of teachers’ self-efficacy as a mediating variable between knowledge of inclusion policy, perception of school support and teachers’ attitudes towards inclusion. Methods Teachers (N = 352) working in general or special education schools completed questionnaires assessing attitudes towards inclusion, sense of self-efficacy, knowledge of current policy, and perception of support for inclusive practices. Results Higher perceived knowledge of inclusion policy and higher perceived school support of inclusion were both related to higher self-efficacy regarding inclusion, which, in turn, was related to more positive attitudes about inclusion. Conclusion Our results suggest that point to being knowledgeable regarding local and national policy is important in order to increase feelings of self-efficacy regarding the implementation of effective educational practice. To enhance inclusion, local and national policy must be clearly communicated to teachers. Furthermore, leadership and a supportive school environment are conducive to successful inclusive education.

Purpose This article presents a conceptual synthesis of the international literature on inclusive education while expanding upon, and incorporating, the articles in this special issue. The authors present their 3P model (philosophy, policy and praxis) and relate each paper in this special issue to different aspects of their model.Design/methodology/approach This article serves as an epilogue to this special issue of the Journal of Educational Administration as well as a discussion of historical and conceptual distinctions between mainstreaming and inclusion while examining global trends in understanding the move toward inclusive education.Findings The authors examined the detrimental effects of ableism and a medical model of disability and their effects on the educational system. They conducted an analysis based on examining the philosophy, policy and practice of the inclusive movement, specifically by examining conceptual models and inclusive decisions, conceptual frameworks for describing inclusive policy and a focus of the application to educational administration. The authors examined the global movement from segregation/exclusion to integration and then to inclusionary praxis.Research limitations/implications The authors maintain that the inclusion literature lacks a sound positivistic empirical base, and so they present throughout the article possible avenues for such research as well as future directions for comparative research.Practical implications Understanding the philosophical underpinnings of the inclusive movement is central to developing viable inclusive educational settings. The authors distinguish between inclusive schools and local educational authorities where stakeholders have moved toward an inclusionary system (the minority) versus locales who are reluctant to move systems to actual change.Originality/value This article takes a wider view of inclusionary practices, from one focusing on children with disabilities to one focusing on historical and traditional exclusionary practices. By widening the scope of the inclusion discussion, to one of exclusion, the authors present a viably wider lens to educational administration.

Questionnaires were given to 392 elementary school teachers to examine help-seeking or help-avoidance in dealing with classroom behavioral problems. Scale validity was examined through a series of exploratory and confirmatory factor analyses. Using a series of multivariate regression analyses and structural equation modeling, we identified predictors of motivational goals, predictors of attitudes toward help-seeking or help-avoidance, and a model of teachers’ attitudes toward help-seeking or help-avoidance. Results revealed four types of attitudes. Two reflected a positive approach to seeking help, but for different reasons: the first is intended to end the confrontation rapidly, and the second strives to develop new coping abilities. Also, two avoidant behaviors intended to avoid seeking help were revealed: one from fear of failure, and the other from a desire to deal with the problems independently. These four positions support a model of teacher help-seeking, where seeking or avoiding help arises from a combination of implicit theories, efficacy beliefs, and motivational goals. Suggestions for further research into motivational factors of teachers when seeking help in coping with behavioral problems are suggested, as well as a call for a renewed consideration of the effectiveness of teacher support mechanisms.

An ethnographic study in a 10th grade remedial class was undertaken in order to discern patterns of school bullying. Twenty 10th graders were observed over the course of one academic year as they interacted with their peers and teachers. The observations helped us identify dispositional and situational factors which influenced participant roles. In‐depth interviews of students involved in school bullying showed how participants interpreted and explained their classroom behaviors. The analysis of the data gathered allowed the identification of four main actor roles recognized in the existing literature on bullying—the pure victim, the pure bully, the provocative‐victim, and the bystander—as well as the differentiation between aggressive bullies and the bully managers. Most roles fluctuated according to specific circumstances and often appeared to be moderated by the teacher's management style and contextual variables. Some pupils assumed different roles in different contexts, sometimes changing roles within or between episodes. Teacher personality and style also had an impact on the frequencies and types of aggression and victimization. The use of an ethnographic research paradigm is discussed as an important supplement to positivistic studies of school bullying. Aggr. Behav. 40:214–228, 2014. © 2014 Wiley Periodicals, Inc. (PsycINFO Database Record (c) 2014 APA, all rights reserved)

Antisocial behavior and school aggression in youth has been linked with affective, interpersonal, self-attributional, and behavioral characteristics; these traits have often been associated with psychopathic behaviors among adults. Psychopathic traits were examined in nonclinically-referred youth exhibiting antisocial and aggressive behavior. Using the School Violence Inventory and the Antisocial Process Screening Device (APSD), two participant roles (pure aggressors and aggressive victims) involved in school aggression were examined in a sample of middle and high school students (N = 3,981). A series of within and between-subjects analyses, followed by hierarchical regressions showed that different scales of the APSD, primarily the narcissism and impulsivity scales, were associated with aggression and that the aggressive victims? scores were highest on these measures; nonaggressors did not have elevated narcissism scores. Findings partially support the hypothesis that some psychopathy traits are related to the aggressor rather than the nonaggressor participant roles.