Relevant bibliographies by topics / Bronfenbrenner's Bioecological systems theory

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Academic literature on the topic 'Bronfenbrenner's Bioecological systems theory'

Author: Grafiati
Published: 23 July 2021
Last updated: 3 February 2022

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Journal articles on the topic "Bronfenbrenner's Bioecological systems theory"

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Matas, Gordan, and Iva Donelli. "Ecological systems theory." Zbornik radova Filozofskog fakulteta u Splitu, no. 13 (2020): 111–30. http://dx.doi.org/10.38003/zrffs.13.5.

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In this paper, Toni Morrison’s novel Beloved (1987) will be considered from the point of view of developmental psychology. Morrison’s works can be seen as representing an intertwinement of social, historico-political and emotional themes which play a crucial role in the identity construction of the author’s characters. Therefore, the Ecological Systems Theory proposed by Urie Bronfenbrenner will be employed to closely examine how the identities of Morrison’s characters are being shaped in the novel. The usage of the five systems on which Bronfenbrenner’s bioecological model is based– chronosystem, macrosystem, exosystem, mesosystem and microsystem, will provide an often missing holistic approach necessary for better understanding of how and why Morrison’s characters are (un)able to complete their developmental journey of identity construction successfully.
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Gilligan, Megan, Axton Betz-Hamilton, and Ashton Chapman. "ADDRESSING THE THEORETICAL GAPS IN ELDER FAMILY FINANCIAL EXPLOITATION." Innovation in Aging 3, Supplement_1 (November 2019): S384. http://dx.doi.org/10.1093/geroni/igz038.1409.

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Abstract A systematic review of elder family financial exploitation (EFFE) literature from the past five years reflects limited use or consensus of theoretical perspectives. In this paper, we propose using Bronfenbrenner’s Bioecological Theory to frame the dynamic, interrelated factors associated with EFFE. Bronfenbrenner’s Bioecological Theory, specifically the PPCT model includes Proximal processes, Person characteristics, Contextual systems, and Time. Proximal processes are increasingly complex interactions between individuals (e.g., family communication). Person characteristics include demand (e.g., gender, age), resource (e.g., education), and force (e.g., temperament) characteristics affecting interactions. Contextual levels drawn from Bronfenbrenner’s original model (e.g., micro, meso, exo, and macro) emphasize the effect of interrelated systems on development. T refers to Time, including changes occurring in time (e.g., longitudinal) and over time (e.g., historical). Collectively, the PPCT model provides a framework for understanding the iterative, complex factors linked to EFFE.
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Crawford, Brittany F., Kate E. Snyder, and Jill L. Adelson. "Exploring obstacles faced by gifted minority students through Bronfenbrenner’s bioecological systems theory." High Ability Studies 31, no. 1 (January 21, 2019): 43–74. http://dx.doi.org/10.1080/13598139.2019.1568231.

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Clapper, Timothy C., and Donna M. Rice. "Teaching Conflict Resolution in the Bioecological System: Implementing Winning Colors®." Simulation & Gaming 48, no. 4 (May 15, 2017): 539–52. http://dx.doi.org/10.1177/1046878117709842.

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Purpose. The purpose of this article is to propose a solution for conflict resolution in a bioecological system. Background. In 1979, Bronfenbrenner introduced his bioecological theory of human development which suggested that children are immersed in four integrated systems that affect student behavior and success in public schools. More than thirty years later, the bioecological system has experienced several changes, most notably in the structure of the family and changes in the culture. Conflict can lead to tragedy but intervention programs have seen some success when any one of the four systems is positively affected. Winning Colors® can be an effective tool to teach conflict resolution and communication leading to situational leadership, team building, conflict resolution, and improved communication in any inter-personal situation. Winning Colors® uses four color cards with corresponding behavior strengths that can be understood by children and adults in a short period. Aim. In this article, we explain how Winning Colors® program that has been used to teach conflict resolution and communication to thousands of learners. Conclusion. Winning Colors® can be implemented to teach conflict resolution and communication across the bioecological system.
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Mrózek, Sebastian. "A person with disability in strategies for solving social problems – analysis of records in perspective of Urie Bronfenbrenner’s theory." Men Disability Society 49, no. 3 (September 30, 2020): 95–114. http://dx.doi.org/10.5604/01.3001.0014.3578.

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The article consists of four parts. The first contains the characteristics of communal Strategies for solving social problems. It includes a discussion of the fundamental assumptions and functions of the types of strategies which play a part in social policy – with particular emphasis on the needs and situation of people with disabilities. The second part of study introduces the most important assumptions of the bioecological theory of Urie Bronfenbrenner’s systems. Through the prism of this theory, research material has been collected and ordered. The merits of the study are captured in the part three. In its scope, it includes tabular systems ordered in accordance with the assumptions of the bio-ecological system theory, containing records and the resulting activities implemented by communes for the social inclusion of people with disabilities. The whole text ends with the conclusions presented in the fourth part. The purpose of the study is a qualitative analysis of the Strategy for solving social problems of communes that are part of the Żywiec and Cieszyn counties. It will make it possible to recognize records and the resulting inclusion activities for people with disabilities. The purpose is also to consider these entries based on the bioecological theory of Urie Bronfenbrenner’s systems and recognition what levels distinguished in the theory mentioned above are present in strategies and what actions result from them. This will also allow for partial verification of the role taken by municipalities – the smallest local government units in creating a culture of inclusion and a friendly space for people with disabilities.
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Cline, Keely D., Merlene Gilb, and Michelle Vaught. "Honoring Children’s Ways of Knowing: A Story of Trust and Transformation in a Kindergarten Classroom." LEARNing Landscapes 12, no. 1 (May 31, 2019): 77–90. http://dx.doi.org/10.36510/learnland.v12i1.980.

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This article spotlights the transformation of a kindergarten classroom culture as told through the story of selecting and naming a class pet, emphasizing the teacher’s understanding of children’s ways of knowing and the role of trust in building an inclusive and equitable classroom environment. Bronfenbrenner’s bioecological systems theory serves as a lens in understanding the teacher’s efforts to build a culture respectful of each individual child, the group as it formed, and class’s identity in the broader learning community. The seemingly simple story is considered through the concept of rich normality, which recognizes the potential of everyday moments and experiences.
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Arruda, Marina Patrício, Tania Maria Sbeghen Oliveira, and Tania Maria Sbeghen Oliveira. "ANAMNESE SISTÊMICA NA FORMAÇÃO MÉDICA CONTEMPORÂNEA: EM ATENÇÃO AO ADOLESCENTE." Revista Interdisciplinar de Estudos em Saúde 8, no. 1 (June 28, 2019): 195–204. http://dx.doi.org/10.33362/ries.v8i1.1509.

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Essa pesquisa teve por objetivo conhecer as percepções de acadêmicos de medicina sobre a anamnese sistêmica na formação médica contemporânea tendo em vista o atendimento médico de adolescentes. Considera-se que pensamento sistêmico no atendimento médico de adolescentes pode indicar possibilidades de discussão para melhoria da qualidade da formação médica contemporânea. Tratou-se de um estudo qualitativo realizado por meio de uma roda de conversa, estratégia metodológica que estimula a construção da autonomia dos sujeitos por meio da problematização e troca de informações para novas aprendizagens. Nesse estudo, a anamnese sistêmica teve como base de discussão a perspectiva da Teoria Bioecológica de Bronfenbrenner e do pensamento complexo de Edgar Morin para a compreensão integral do atendimento ao adolescente. A saúde é um fenômeno multidimensional, que envolve aspectos físicos, psicológicos e sociais, todos relacionados e interdependentes. O estudo concluiu provisoriamente que o maior desafio do terceiro milênio está em reformar o pensamento para agir e ligar dois sistemas de pensamento: o linear e o sistêmico. Assim, poderemos pensar numa anamnese sistêmica para a formação médica contemporânea.Palavras-chave: Formação médica contemporânea. Anamnese sistêmica. Atendimento médico de adolescentes. SYSTEMIC ANAMNESIS IN CONTEMPORARY MEDICAL TRAINING: IN ADOLESCENT ATTENTIONABSTRACT: The purpose of this research was to understand the perceptions of medical students about systemic anamnesis in contemporary medical education in view of the medical care of adolescents. It is considered that systemic thinking in the medical care of adolescents may indicate possibilities for discussion to improve the quality of contemporary medical education. It was a qualitative study carried out through a conversation wheel, methodological strategy that stimulates the construction of the autonomy of the subjects through the problematization and exchange of information for new learning. In this study, the systemic anamnesis was based on the perspective of Bronfenbrenner's Bioecological Theory and the complex thinking of Edgar Morin for the comprehension understanding of adolescent care. Health is a multidimensional phenomenon, involving physical, psychological and social aspects, all related and interdependent. The study tentatively concluded that the greatest challenge of the third millennium lies in reforming thinking to act and connect two systems of thought: linear and systemic. Thus, we can think of a systemic anamnesis for contemporary medical education.Keywords: Contemporary medical training. Systemic anamnesis. Medical care of adolescents.
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Tudge, Jonathan R. H. "Implicit versus Explicit Ways of Using Bronfenbrenner's Bioecological Theory." Human Development 59, no. 4 (2016): 195–99. http://dx.doi.org/10.1159/000449453.

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Tudge, Jonathan R. H., Irina Mokrova, Bridget E. Hatfield, and Rachana B. Karnik. "Uses and Misuses of Bronfenbrenner's Bioecological Theory of Human Development." Journal of Family Theory & Review 1, no. 4 (December 11, 2009): 198–210. http://dx.doi.org/10.1111/j.1756-2589.2009.00026.x.

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Chen, Feiyan, and Joseph Agbenyega. "Chinese parents' perspectives on home–kindergarten partnership: A narrative research." Australasian Journal of Early Childhood 37, no. 2 (June 2012): 95–105. http://dx.doi.org/10.1177/183693911203700213.

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THIS PAPER PRESENTS A study on what it means to practise home–kindergarten partnership differently. Using Bronfenbrenner's bioecological theory, this study draws on the narratives of six Chinese parents' successful involvement in home–kindergarten partnerships. Data was gathered through semi-structured in-depth interviews with parents whose children attend three different kindergartens in Zhejiang, China. Narrative analysis was employed to analyse the data. Critical to the findings is the parents' willingness to grapple with initial complexities and educationally constructed borders and boundaries and to move beyond simplistic partnership with the kindergartens.
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Dissertations / Theses on the topic "Bronfenbrenner's Bioecological systems theory"

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Jaeger, Elizabeth L. "Negotiating Complexity: A Bioecological Systems Perspective on Literacy Development." Karger, 2016. http://hdl.handle.net/10150/622770.

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Background/Aims: Urie Bronfenbrenner's bioecological systems model is well regarded in the field of child development. Although this model is not commonly used by literacy researchers, I argue that Bronfenbrenner's emphasis on the roles of personal characteristics, proximal processes, contextual systems, and historical time has explanatory power in the area of literacy. Methods: I review this body of literature and describe a visual representation that clarifies the relevant aspects of the theory. Results: Adoption of Bronfenbrenner's model increases the likelihood that literacy development will be understood as occurring at the site of transaction between cognitive processes and social practices. Literacy researchers who have applied this theory differ in the degree to which they have attended to Bronfenbrenner's guidance relative to adequate research practice and, as such, findings from this research range from less to more theoretically sound and useful. Conclusion: As contemporary literacy researchers consider employing Bronfenbrenner's theory to frame their work, it is necessary for them to account for all aspects of his rich and complex model.
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Pintado, Irene. "Perceptions of school climate and bullying in middle schools." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001816.

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Ruto-Korir, Rose Cheptoo. "Preschool teachers' beliefs of developmentally appropriate educational practices." Thesis, Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-05012010-155439.

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Bachisi, Ivan. "The impact of mobile reading devices on the reading habits of a group of adolescent learners in Zimbabwe." Thesis, 2021. http://hdl.handle.net/10500/27715.

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The pace of technological advancement and growth in the twenty-first century continues to soar at unprecedented levels and beyond human imagination. As the fourth industrial revolution unfolds, it has become increasingly difficult to predict the direction technological innovation will take in the not too distant future. Digital technologies have become an integral part of every aspect of human existence (work, play, schooling and personal relationships). The purpose of this study was to explore the various ways mobile technological gadgets like cell phones, tablets and laptops could be leveraged to promote a culture of leisure reading amongst a group of Zimbabwean adolescent learners. Data was collected using the literacy practices interview, mobile reading diaries, focus group interviews and the researcher’s personal field notes. Theoretically, the study was guided primarily by Urie Bronfenbrenner's Bioecological systems theory. Also, the study was supported by Guthrie and Wigfield's reader engagement model and Turner and Hicks' connected reader model. The empirical data collected through the data collection instruments were analysed inductively. The findings revealed that adolescent learners are a digital generation whose reading needs are ever growing and expectations are ever changing. The adolescent participants expect their reading to be like the rest of their digital lives, which is quick, uninterrupted, personalised and smart. It was found that the adolescent participants like to read on their terms, as they dislike being told when to read or what to read. Three reader identities were revealed namely; the eager reader, the ‘fifty fifty’ reader and the non-reader. The adolescent participants who were not already mobile readers readily accepted and adopted mobile reading as it afforded them vast reading opportunities. Besides, the findings of the study revealed that participants encountered many challenges, which in some instances militated against their mobile reading endeavours. These challenges were because of mobile phone use restrictions in schools, prohibitive data costs, a strong emphasis on academic reading as opposed to leisure reading and internet connectivity problems amongst other issues. In this study, the recommendations and guidelines outlined provide a framework with which schools, parents, mobile reading application developers and policymakers can adopt to support a robust mobile reading culture amongst Zimbabwean adolescent learners. The researcher concluded that mobile reading devices are a novel, noble and credible means through which they can foster positive leisure literacy practices amongst Zimbabwean adolescents.
Language Education, Arts and Culture
Ph. D. (Curriculum and Instructional Studies)
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"Parent Perspectives:Understanding Support Systems for Kindergartners with Special Needs and their Family Members." Doctoral diss., 2017. http://hdl.handle.net/2286/R.I.45492.

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abstract: Having a child with special needs can be overwhelming, emotionally draining and extremely stressful for parents and their family members. Research identifies the support systems families need in order to have quality-of-life. The current study uses mixed methods to evaluate the degree to which parents and other primary caregivers in Arizona view the educational and health related services that their child with special needs and/or other health impairments received when they entered kindergarten. It evaluated the degree to which the caregivers themselves perceived the support/services that they received in order to access quality of life for themselves, their child with special needs and other family members. Finally, the research identified reoccurring themes to better understand the intricacies involved within these support systems/services that promoted or hindered positive family and child outcomes.
Dissertation/Thesis
Doctoral Dissertation Curriculum and Instruction 2017
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Gans, Michael Moses. "Fathers, sons and the holo-ghost: reframing post-Shoah male Jewish identity in Doron Rabinovici's "Suche nach M"." Thesis, 2012. http://hdl.handle.net/1828/4268.

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The enduring, mythical and antisemitic figure of Ahasuerus is central to the unraveling and reframing of post-Shoah Jewish identity in Rabinovici’s novel Suche nach M for it serves as the mythological color palette from which Rabinovici draws his characters and, to extend that metaphor, how the Jews have been immortalized in European culture. There is no escape in Suche nach M. When painting the Jew, both Jews and non-Jews can only use brush strokes of color from the Christian-created palette of the mythic, wandering Jew, Ahasuerus, who is stained in the blood of deicide, emasculated, treacherous, and evil. He is the constitutional “Other.” By deploying Urie Bronfenbrenner’s (Bio) Ecological Systems Theory, the Mythic Jew and the Ikhud (“Fusion”) Models that represent an evolving psychosocial environment combined with personal reflection, this thesis explores how Suche nach M invokes yet critiques the process of Jewish male identity formation in postwar Austria.
Graduate
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Book chapters on the topic "Bronfenbrenner's Bioecological systems theory"

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Chu, Hui, and Barbara Thelamour. "Introduction: Contextualizing Immigration Using Bioecological Systems Theory." In Advances in Immigrant Family Research, 1–9. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50235-5_1.

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Riordan, Niamh O., and Simon Warren. "Advancing ISD Education Research with Bioecological Systems Theory." In Lecture Notes in Information Systems and Organisation, 1–17. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22993-1_1.

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Xu, Xing, Helena Hing Wa Sit, and Shen Chen. "Discussion: Cross-Cultural Adaptation Within the Bioecological Systems Theory." In The Eastern Train on the Western Track, 137–54. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4265-7_7.

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Ferguson, Kim T., and Gary W. Evans. "Social ecological theory: Family systems and family psychology in bioecological and bioecocultural perspective." In APA handbook of contemporary family psychology: Foundations, methods, and contemporary issues across the lifespan (Vol. 1)., 143–61. Washington: American Psychological Association, 2019. http://dx.doi.org/10.1037/0000099-009.

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"Bioecological Systems Theory." In Encyclopedia of Child Behavior and Development, 247. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_4405.

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Walker, Gabriela, and Elizabeth Pattison. "Using Bronfenbrenner's Ecological Framework to Design Support Systems for Education and Special Education." In Handbook of Research on Applied Learning Theory and Design in Modern Education, 251–69. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9634-1.ch012.

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Principles of Bronfenbrenner's Ecological Theory were reviewed to examine potential uses for classroom teachers and re-imagine Bronfenbrenner's System's Theory into a series of novel frameworks that could be practically applied to students' lives and experiences outside of the classroom environment. This interpretive review offers educators and families novel conceptual frameworks intended to foster deep understanding of individual students and to provide practical tools to visualize and navigate the unique web of human relationships and support available outside of the classroom. Fourteen newly created “systems theories” are briefly presented here.
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Kronick, Robert F. "Theory Across Rural and Urban Cultures." In Emerging Perspectives on Community Schools and the Engaged University, 1–21. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0280-8.ch001.

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This opening chapter is designed to encourage readers to move into this book and to see the work of engaged scholars and scholar activists who will serve as role models for their work. For the experienced scholars, this chapter encourages them to see that they are not alone in the work and that networking on these important topics with scholars discussed in this chapter and throughout this book is possible. John C. Campbell and Michael Katz are prominent voices in this chapter. Urie Bronfenbrenner's systems theory is a constant theme throughout. This chapter introduces scholars such as Harkavy, Dryfoos, Taylor, and public health educator, Jeanita Richardson.
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Ananda Kumar, Rajalakshmi, and Sowndaram C. S. Ravi. "Rise of Strong Women." In Handbook of Research on Social and Cultural Dynamics in Indian Cinema, 113–26. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3511-0.ch010.

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A living being enters this world in a tabula rasa state (i.e., a clear mind without any information). It is the society that fills human nature with information, which later turns into behaviour, pattern, personality, habit, values, culture. This concept portrays in Bronfenbrenner's ecological systems theory. This theory explains how the environment is affecting a person's development, which is of five levels. Can the environment show discrimination in the process of information filling? This question is answered by the Thomson Reuters Foundation survey, which showed India as the most unsafe place for women. How India has surpassed all other countries in this genre is shown in Bollywood films. Matrubhoomi, Padmaavat, Bandit Queen, Begum Jaan, and the like have depicted various forms of violence and injustice committed against women. We cannot ignore the fact that many films listed above are real history. This chapter critically reflects women's state in Bollywood films by using Bronfenbrenner's ecological systems theory.
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Daly, Sarah E. "A Qualitative Approach to Understanding Active Shooters." In Research Anthology on School Shootings, Peer Victimization, and Solutions for Building Safer Educational Institutions, 168–89. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5360-2.ch008.

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This chapter examines biographical information about the shooters in the context of Bronfenbrenner's ecological systems theory. By using a qualitative approach to search for patterns and themes, this study offers a comprehensive evaluation of the presence or absence of many important factors that are found in the reporting of active and mass shooters. Rather than focusing on one major contributing factor, this chapter describes a number of factors, offers descriptive, specific accounts about individual shooters, and organizes a wealth of information from over 1200 news articles, books, and journals into a concise study for future research and evaluation.
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Radu, Monica Bixby. "Examining the Victim-Offender Overlap." In Handbook of Research on School Violence in American K-12 Education, 246–66. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6246-7.ch011.

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Because of the negative consequences associated with adolescent behavioral problems, such as violence, more research is needed that focuses on the interconnectedness between unsafe schools, bully victimization, and subsequent violence. Additional research may also help identify the processes through which victimized individuals become offenders. Drawing from Bronfenbrenner's ecological systems theory and Coleman's social capital theory, this researcher argues that the bonds between youths and their families and youths and their schools are important for understanding violent offending. Additionally, this chapter merges insights from sociological and criminological research to explore how unsafe schools and victimization occurring in multiple contexts contributes to youths becoming violent offenders. This chapter also provides policy implications, stressing the importance of an approach that considers how we can best invest in youth's future by bridging families and schools to promote safer schools for all students.
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