Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/18617
Title: Using sociometric techniques to assess the social impacts of inclusion: Some methodological considerations
Authors: Avramidis, Elias
Strogilos, Vasilis
Aroni, Katerina
Kantaraki, Christina Thessalia
Keywords: Inclusive education
Special needs
Sociometry
Multi-method research
Issue Date: 2017
Citation: Avramidis, E., Strogilos,V., Aroni, K., & Kantaraki, C. T. (2017). Using sociometric techniques to assess the social impacts of inclusion: Some methodological considerations. Educational Research Review, 20, 68-80. http://dx.doi.org/10.1016/j.edurev.2016.11.004
Abstract: In recent years, sociometric techniques have been increasingly used to assess friendship development in children with special educational needs integrated in regular educational settings. In this paper, the findings produced by different techniques are contrasted with a view to examining whether the variable findings reported can be attributed to the technique employed. The analysis revealed that peer nominations have been used to determine pupils' social status and have overwhelmingly produced negative results. Peer ratings have been used to ascertain the level of acceptance pupils enjoy within their class network and have also produced negative results. Social Cognitive Mapping has been used to obtain information about the nature of social networks and the relations among peers and has produced mixed to positive results. As such, Social Cognitive Mapping could be viewed as a more robust approach that addresses more thoroughly the complexities of young children’s social relations than the other two classic sociometric techniques. The paper concludes with highlighting methodological challenges surrounding the application of sociometric techniques and advocates their embedding within innovative multi-method research designs.
Description: This is the final draft, after peer-review, of a manuscript published in Educational Research Review. The published version is available online at http://dx.doi.org/10.1016/j.edurev.2016.11.004
URI: http://hdl.handle.net/10497/18617
ISSN: 1747-938X
Other Identifiers: 10.1016/j.edurev.2016.11.004
Appears in Collections:Journal Articles

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