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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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Yun, Il-hong, and Ju-lak Lee. "An Ecological Systems Approach toward Cyberbullying: With a Focus on Bronfenbrenneer's Theory." Korean Association of Public Safety and Criminal Justice 26, no. 1 (March 30, 2017): 67–104. http://dx.doi.org/10.21181/kjpc.2017.26.2.67.
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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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Paat, Yok-Fong. "Working with Immigrant Children and Their Families: An Application of Bronfenbrenner's Ecological Systems Theory." Journal of Human Behavior in the Social Environment 23, no. 8 (November 2013): 954–66. http://dx.doi.org/10.1080/10911359.2013.800007.
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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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Lee, Changhun and 최진혁. "A Pilot Study on the Significance of Social Capital in CPTED: Using Bronfenbrenner's Ecological Systems Theory." Korean Journal Of Criminology 27, no. 2 (August 2015): 103–46. http://dx.doi.org/10.36999/kjc.2015.27.2.103.
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Graves, Diane, and Jane P. Sheldon. "Recruiting African American Children for Research: An Ecological Systems Theory Approach." Western Journal of Nursing Research 40, no. 10 (April 24, 2017): 1489–521. http://dx.doi.org/10.1177/0193945917704856.
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With health disparities still pervasive and persistent in the United States, medical researchers and social scientists continue to develop recruitment strategies to increase the inclusion of racial/ethnic minority groups in research and interventions. Effective methods for recruiting samples of African American participants for pediatric research may be best understood when situated within an overarching conceptual model—one that serves to organize and explain effective recruitment strategies. A theoretical framework well suited for this purpose is Bronfenbrenner’s ecological systems theory, which views individuals as influencing and being influenced by (both directly and indirectly) a series of interconnected social systems. Based on the ecological systems theory and on previous research from multiple domains (e.g., medicine, psychology, public health, social work), in the current article, we review strategies for effective recruitment of African American children and adolescents for research.
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Ruppar, Andrea L., Heather Allcock, and Jean Gonsier-Gerdin. "Ecological Factors Affecting Access to General Education Content and Contexts for Students With Significant Disabilities." Remedial and Special Education 38, no. 1 (August 2, 2016): 53–63. http://dx.doi.org/10.1177/0741932516646856.
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In this review, we applied Bronfenbrenner’s ecological systems theory to examine factors that support or restrict access to the general curriculum for students with significant disabilities. We organize the literature in relationship to factors within the micro-, meso-, macro-, exo-, and chronosystems that influence decisions about access to the general curriculum for individual students. We discuss these factors in relationship to placement, instructional contexts, and instructional content. Implications for research and practice are provided.
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Köber, C., and T. Habermas. "Contextualizing one's life in the micro- and macrosystem of society in narrated life stories." European Psychiatry 28, S2 (November 2013): 84–85. http://dx.doi.org/10.1016/j.eurpsy.2013.09.226.
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Human development happens in nested sociological contexts [1,2]. With social-cognitive development, individuals become aware of their embeddedness in increasingly wider social contexts. As these contexts have a certain impact on one's life course, positioning in these contexts should occur in personal narratives. We tested whether this was reflected in life stories. In a longitudinal study with 3 measurement times covering 8 years and 6 age groups spanning life from age 8 to 70, we coded the occurrence of 4 different kinds of socio-historical contextualization of narrators’ lives according to Bronfenbrenner's ecological systems theory: family constellation implying one's microsystem, family history presenting the mesosystem, socioeconomic status referring to one's exosystem, and historical context representing the macrosystem. Contextualizations were coded in the initial parts of life narratives to check whether narrators put themselves retrospectively as infants in their early sociological context. Increasing percentage of the contextualisations indicate the development of an awareness of the individual belonging to society. Individuals’ awareness about their social context seems indeed to get increasingly wider throughout development according to Bronfenbrenner's social subsystems.
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SPENCER, MARGARET BEALE, DAVIDO DUPREE, and TRACEY HARTMANN. "A Phenomenological Variant of Ecological Systems Theory (PVEST): A self-organization perspective in context." Development and Psychopathology 9, no. 4 (December 1997): 817–33. http://dx.doi.org/10.1017/s0954579497001454.
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A framework that emphasizes and integrates individuals' intersubjective experiences with Bronfenbrenner's ecological systems theory (PVEST) is introduced and compared with self-organizational perspectives. Similarities, differences and advantages of each framework are described. In a demonstration of PVEST's utility, a subset of data from the 3rd year of a longitudinal study (14- to 16-year-old middle adolescent African–Americans) is used for examining an achievement variable: negative learning attitude. Explored separately by gender, a regression model that contained risk, stress, and a reactive coping variable for the prediction of negative learning attitudes was investigated. For boys, stress was an independent stressor across steps independent of the other variables entered; social support was particularly important for males. For girls, not only was stress not important but it was also only the social support variable, perceived unpopularity with peers, that was a significant predictor of girls' negative learning attitude. Particularly for boys, the findings suggest critically important roles for teachers and peers in the negative learning attitude of midadolescent economically disadvantaged African–American students.
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Onwuegbuzie, Anthony John, and Kathleen M. T. Collins. "The Role of Bronfenbrenner’s Ecological Systems Theory in Enhancing Interpretive Consistency in Mixed Research." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 5, no. 2 (August 30, 2014): 651–61. http://dx.doi.org/10.24297/ijrem.v5i2.3910.
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One of the nine major threats to legitimation (i.e., the degree that integration of findings leads to credible and defensible meta-inferences) is sample legitimation integration (Onwuegbuzie & Johnson, 2006). Addressing this form of legitimation requires the researcher to maintain interpretive consistency between the selected sampling design and the inferences made from the ensuing findings. To facilitate researchers’ efforts to address interpretive consistency, in this article, we provide a meta-sampling framework that is structured in accordance to the dimensions of Bronfenbrenner’s (1979) ecological systems model. In this meta-framework, the four dimensions of the model are juxtaposed to various types of generalizations, sampling-based considerations, and mixed sampling criteria. Application of this inclusive framework is appropriate for the conduct of quantitative, qualitative, and mixed research.Â
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Drakenberg, Margareth, and Therese Vincenti Malmgren. "School Principals' Perceptions of ‘Basic Values' in the Swedish Compulsory School System in Regard to Bronfenbrenner's Ecological Systems Theory." Citizenship, Social and Economics Education 12, no. 2 (January 2013): 118–28. http://dx.doi.org/10.2304/csee.2013.12.2.118.
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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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Dernowska, Urszula. "Mission of the school as an element of the socio-ecological model of developing students' sense of school belonging." Problemy Opiekuńczo-Wychowawcze 599, no. 4 (April 30, 2021): 41–56. http://dx.doi.org/10.5604/01.3001.0014.8504.
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While the benefits of school belonging are well documented, the issue of the possibility of strengthening and developing students' identification with this place by the school itself is less well known. The aim of this paper is to present a socio-ecological model of developing school belonging inspired by Urie Bronfenbrenner's theory of ecological systems. This article focuses on the mission of the school as an element of this model. The mission defines the school's priorities, defines values and goals, indicates the state towards which the organization is heading. From this point of view, the school mission can be an important tool in the process of strengthening students' sense of identification with the school.
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Stebleton, Michael J. "Understanding Immigrant College Students: Applying a Developmental Ecology Framework to the Practice of Academic Advising." NACADA Journal 31, no. 1 (March 1, 2011): 42–54. http://dx.doi.org/10.12930/0271-9517-31.1.42.
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Immigrant college student populations continue to grow, but the complexity of their unique needs and issues remain relatively unknown. To gain a better understanding of the multiple contextual factors impacting immigrant students from a systems-based approach, I applied Bronfenbrenner's (1977) human ecology framework to the study. Students interact with the environment, including exchanges with academic advisors, that influence student development, success, and retention. In this theory-based essay, I contend that the philosophy of a developmental ecology approach parallels the foundational tenets of developmental academic advising, mainly through an emphasis on context and working with the whole student. I offer strategies for practice and ideas for future application as well as use an adapted human-ecological model to illustrate immigrant issues.
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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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Buser, Julie M., Carol J. Boyd, Cheryl A. Moyer, Alice Ngoma-Hazemba, Davy Zulu, Jessy Taona Mtenje, Andrew D. Jones, and Jody R. Lori. "Operationalization of the Ecological Systems Theory to Guide the Study of Cultural Practices and Beliefs of Newborn Care in Rural Zambia." Journal of Transcultural Nursing 31, no. 6 (May 14, 2020): 582–90. http://dx.doi.org/10.1177/1043659620921224.
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Introduction: A wide gap in knowledge exists about the factors associated with newborn care in rural Zambia. In this year of the nurse and midwife, the purpose of this article is to provide transcultural researchers with an example of how Bronfenbrenner’s Ecological Systems Theory (EST) can be used to guide an exploration of the cultural practices, knowledge, and beliefs of newborn care and health-seeking behaviors in rural Zambia. Methodology: Based on the EST, maternal knowledge represents the microsystem while family and community members embody the mesosystem. Health care organization denotes the exosystem with culture representing the macrosystem and health policy the chronosystem. Results: Numerous implications for transcultural nursing practice emerged from this adaptation of the ecological systems approach. Findings reveal a maternal dualism faced by Zambian mothers as they navigate the complex interplay between cultural newborn care practices and evidence-based newborn care promoted by the health care system. Discussion: Based on our proposed operationalization of the EST for a transcultural nursing study, the EST can be applied globally, further validating the theory.
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Oishi, Shigehiro, and Jesse Graham. "Social Ecology." Perspectives on Psychological Science 5, no. 4 (July 2010): 356–77. http://dx.doi.org/10.1177/1745691610374588.
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This article presents a socioecological approach (accounting for physical, societal, and interpersonal environments) to psychological theorizing and research. First, we demonstrate that economic systems, political systems, religious systems, climates, and geography exert a distal yet important influence on human mind and behavior. Second, we summarize the historical precedents of socioecological psychology. There have been several waves of ecological movements with distinct emphases in the history of psychological science, such as K. Lewin’s (1936, 1939) field theory and U. Bronfenbrenner’s (1977) ecological approach to human development. Environmental and community psychologies, created in the late 1960s and early 1970s, promoted social activism through basic and applied research on ecological factors and social outcomes. Most recently, the rise of cultural psychology has encouraged psychologists to pay attention to cultural factors in basic psychological processes, but note that less attention has been given to socioecological factors per se. We highlight the benefits of bringing the socioecological perspective back to mainstream psychological theorizing and research.
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Brown, Rachel, Jordan Van Godwin, Lauren Copeland, Britt Hallingberg, Lianna Angel, Sarah MacDonald, Jeremy Segrott, and Graham Moore. "Ecological Exploration of Knowledge and Attitudes Towards Tobacco and E-Cigarettes Among Primary School Children, Teachers, and Parents in Wales: A Qualitative Study." Tobacco Use Insights 13 (January 2020): 1179173X2093877. http://dx.doi.org/10.1177/1179173x20938770.
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Experimentation with e-cigarettes has grown rapidly among UK adolescents. To date, this topic has been primarily researched in secondary schools, with less understanding of development of attitudes and behaviours at an earlier age. This research reports qualitative data from interviews with pupils, parents, and teachers at 4 case study schools in Wales (N = 42). It draws on Bronfenbrenner’s Ecological Systems Theory to consider how the intersection of systems surrounding primary school-age children and their interaction with these systems, shape knowledge, and attitudes towards e-cigarettes and tobacco. Findings indicate that consistent messaging on smoking from school and family was reflected in strong disapproval among pupils and clear understanding of harms. This was less evident for e-cigarettes, where messages were mixed and inconsistent between home and school, with concerns over what to tell children about e-cigarettes in light of mixed messages and absence of official guidance. Implications of findings for policy and teaching are discussed.
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Cumming, Tamara, and Sandie Wong. "Towards a holistic conceptualisation of early childhood educators’ work-related well-being." Contemporary Issues in Early Childhood 20, no. 3 (June 12, 2018): 265–81. http://dx.doi.org/10.1177/1463949118772573.
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Both the concept of well-being and the work of early childhood educators are complex. To date, research concerning educators’ well-being has lacked a comprehensive conceptualisation that reflects these complexities. With increased research, policy and practice attention, a clearly articulated conceptualisation is now needed to guide empirical research and practical efforts to better support educators’ well-being. In this article, the authors draw on multidisciplinary perspectives to propose such a conceptualisation. Philosophical, psychological, physiological, organisational science and sociological sources are explored and critiqued for their relevance to early childhood educators’ well-being. Key aspects of these sources, and Bronfenbrenner’s ecological systems theory, are brought together to argue for a morally anchored conceptualisation which acknowledges that educators’ well-being is indivisible from the contexts in which it is experienced.
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Zhao, Xiantong, Hongbiao Yin, Chenyang Fang, and Xu Liu. "For the Sustainable Development of Universities: Exploring the External Factors Impacting Returned Early Career Academic’s Research Performance in China." Sustainability 13, no. 3 (January 27, 2021): 1333. http://dx.doi.org/10.3390/su13031333.
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Early career academics are the key agents for the sustainable development of higher education institutions. In China, those who were educated overseas and have returned to Chinese universities to seek academic positions are becoming a fast-growing group. Good research performance is critical to survive in the increasingly competitive environment in academia. Improving research performance requires an understanding of the factors that facilitate or inhibit research performance. In the light of Bronfenbrenner’s ecological systems theory, this study, using a mixed-method design (20 interviewees and 136 respondents), elaborates on a number of external factors affecting returned early career academics’ research performance. Understanding these factors is helpful for the building of a favorable environment that can improve the research performance of the returned early career academics, and hence the sustainable development of universities.
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Lőrinc, Magdolna, Louise Ryan, Alessio D’Angelo, and Neil Kaye. "De-individualising the ‘NEET problem’: An ecological systems analysis." European Educational Research Journal 19, no. 5 (October 8, 2019): 412–27. http://dx.doi.org/10.1177/1474904119880402.
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Periods of being NEET (not in education, employment or training) can have long-term consequences for individuals’ future job opportunities, earnings, psycho-social well-being and health, all with high societal costs. Therefore, policy-makers across Europe seek interventions that successfully reduce NEET numbers. Drawing on a longitudinal qualitative study in London, this paper explores the processes and mechanisms that contribute to young people becoming NEET after leaving education. Through analysis of 53 young NEETs’ accounts of their school and transition experiences, we draw upon Bronfenbrenner’s ecological systems theory to explore the multitude of factors and structures of disadvantage that might have contributed to these young people’s marginalisation in education and employment. We discuss how unfulfilled support needs, a lack of career advice and socio-economic disadvantage can lead to educational disengagement, dropping out and, ultimately, becoming NEET. While many of these issues were presented as personal difficulties, in this article we reject the individualisation of the ‘NEET problem’. Instead, we argue that negative school experiences need to be understood in the context of structural conditions, including funding cuts in education and support services, transformations in the labour market and socio-economic deprivation.
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Kallander, Samantha Watters, Rebecca Gordon, and Dina L. G. Borzekowski. "“People Will Continue to Suffer If the Virus Is Around”: A Qualitative Analysis of Sub-Saharan African Children’s Experiences during the COVID-19 Pandemic." International Journal of Environmental Research and Public Health 18, no. 11 (May 25, 2021): 5618. http://dx.doi.org/10.3390/ijerph18115618.
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Children are particularly impressionable and at risk during a global public health crisis, making it important to examine their unique perspectives. To hear and understand sub-Saharan African children’s experiences with the COVID-19 pandemic, we conducted an exploratory qualitative analysis based on interviews with 51 children, ages 9 to 13, from Nigeria, Tanzania, and Sierra Leone. Applying the organization of Bronfenbrenner’s ecological systems theory, we reveal how COVID-19 affected children’s daily lives and domestic challenges, schooling and neighborhood issues, media use (and its relationship to knowledge and fear of the disease), perceptions of the country and government response, and thoughts of religion and hope. Children’s responses differed greatly, but patterns emerged across sex, age, household size, religion, and country. This study offers guidance and recommendations for meeting the needs of children, especially in times of crisis.
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Nikitorowicz, Jerzy, Krzysztof Sawicki, and Emilia Zylkiewicz-Plonska. "YOUTH IDENTITY FROM ECOLOGICAL PERSPECTIVE BETWEEN EDUCATION AND PREVENTION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 26, 2017): 243. http://dx.doi.org/10.17770/sie2017vol3.2372.
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Socialisation is one of the key processes that shapes the identity of youth. This construct, which over the last century has undergone significant transformation, became a pattern for determining the purposes of upbringing (Nature vs. Nurture), or interpretative model that is used to explain character of this process from a socio-cultural perspective. On the basis of ecological framework, the concept of resilience and positive psychology, in recent years it has been developed a new approach towards socialisation - Positive Youth Development (PYD). Because of its relevance, pragmatic assumptions, this model is worth examining in terms of teleology, epistemology and methodical context.According to the Ecological Systems Theory of Urie Bronfenbrenner the youth socialisation process is included in the micro, meso, exo and macro systems. While the socialisation process, youth experiences the interactions between these systems, which in consequence shapes its identity. An element that fits into a methodical context is the characteristic of chosen supportive, educational and preventive actions undertaken towards youth in the northeastern Poland.
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Trach, Jessica, Matthew Lee, and Shelley Hymel. "A Social-Ecological Approach to Addressing Emotional and Behavioral Problems in Schools: Focusing on Group Processes and Social Dynamics." Journal of Emotional and Behavioral Disorders 26, no. 1 (December 12, 2017): 11–20. http://dx.doi.org/10.1177/1063426617742346.
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A substantial body of evidence verifies that social-emotional learning (SEL) can be effectively taught in schools and can reduce the prevalence and impact of emotional and behavioral problems (EBP) among children and youth. Although the positive effects of SEL on individual student’s emotional, behavioral, and academic outcomes have been investigated in some detail in recent years, most studies have focused on evaluating programs aimed at directly training social and emotional competencies with a focus on the individual. Far less is known about the role of interpersonal group dynamics and systems functioning at the levels of the peer group, classroom, and school community. Drawing on Bronfenbrenner’s ecological systems theory and Harris’s group socialization theory, this article reviews the literature on SEL and group dynamics to identify the ways in which existing SEL frameworks already encapsulate social group processes that contribute to the promotion of positive social-emotional development of children and youth. The goals of this contribution are twofold: (a) to document how EBP can be attenuated by addressing group-level processes that already exist within SEL practices and (b) to provide educators with specific SEL strategies to address group dynamics in their classrooms to optimize outcomes for all students, including students with EBP.
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Cooper, Joseph N., Tiffany J. Davis, and Shaun Dougherty. "Not So Black and White: A Multi-Divisional Exploratory Analysis of Male Student-Athletes’ Experiences at National Collegiate Athletic Association (NCAA) Institutions." Sociology of Sport Journal 34, no. 1 (March 2017): 59–78. http://dx.doi.org/10.1123/ssj.2016-0015.
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The purpose of this study was to examine the nature and quality of National Collegiate Athletic Association (NCAA) male student-athletes’ college experiences across race, sport, and divisional classifications. In recent years, the NCAA and its member institutions have faced intense scrutiny regarding the purpose of intercollegiate athletics within their educational missions. Additional concerns have been levied at the NCAA for persistent academic performance gaps along gender and racial lines across all divisions. However, limited research has engaged in multidivisional analyses of male student-athletes across racial groups and sport types. Using data from the 2006 NCAA GOALS study viewed through the lens of Bronfenbrenner’s ecological systems theory, the current study examined differences in male student-athletes’ experiences across racial groups, type of sport involvement, and divisional classifications. Key findings indicated salient differences between the social experiences across divisional and sport type classifications as well as significant differences between the academic experiences of Black and non-Black male student-athletes. Implications for policy and practice are discussed.Le but de cette étude était d’examiner la nature et la qualité des expériences scolaires des étudiants-athlètes masculins de la National Collegiate Athletic Association (NCAA) en fonction de la race, du sport et la division de pratique. Récemment, la NCAA et ses institutions membres ont dû faire face à un examen minutieux concernant l’adéquation du sport interuniversitaire avec leurs missions éducatives. Des inquiétudes additionnelles ont été exprimées par la NCAA par rapport à la persistance des écarts en termes de réussite académique en fonction du sexe et de la race dans l’ensemble des divisions. Cependant, rares sont les travaux ayant proposé des analyses multidivisionnelles sur les étudiants-athlètes en fonction des groupes raciaux et des types de sports. En s’appuyant sur les données de l’étude NCAA GOALS de 2006, et au prisme de la théorie des systèmes écologiques de Bronfenbrenner, la présente étude a examiné les différences entre les expériences des étudiantsathlètes en fonction des groupes raciaux, du type d’investissement sportif et de la division de pratique. Les principaux résultats montrent des différences saillantes entre les expériences sociales en fonction du type de sport et du niveau de pratique mais aussi des différences significatives entre les expériences académiques des étudiants noirs et non-noirs. Les implications politiques et pratiques sont discutées.
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Genienė, Rasa, Eglė Šumskienė, Violeta Gevorgianienė, and Jurga Mataitytė-Diržienė. "The Deinstitutionalization of Persons with Psychosocial Disabilities from the Perspective of Ecological Systems Theory." Socialinė teorija, empirija, politika ir praktika 22 (May 21, 2021): 28–43. http://dx.doi.org/10.15388/stepp.2021.27.
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The deinstitutionalization of social care in Lithuania started in 2012 after the adoption of the strategic guidelines by the Ministry of Social Security and Labour. The goal of this reform was to improve the care conditions and introduce new community-based services for persons with disabilities. Almost ten years of the reform resulted in only five percent of persons with disabilities who moved to community settings, mainly group-living homes. The slow-motion of the reform, as well as the tensions in the communities, suggests the need for a thorough analysis of the process of deinstitutionalization and its improvement.
Bronfenbrenner’s ecological theory is applied as a conceptual and methodological tool for understanding the roles of deinstitutionalization agents at different levels, including the Ministry of Social Security and Labour, municipalities, non-governmental organizations, social care institutions, and local communities. All of these agents are involved and diversely interact among themselves during the transformation process of the social care system. The ecological theory provides the necessary integrated approach to the analysis of the process of deinstitutionalization of the social care system at the micro-, meso-, exo-, and macro levels.
Deinstitutionalization and the trajectories of its participants reveal resilient connections with different fields of the ecological system and show that different system components not only represent different systems but become microsystems themselves that affect all elements in the ecological system.
The complexity of environmental systems constitutes the basis of ecological systems theory. It serves as a lens to guide the analysis of the transformation of a particular person’s life in the context of deinstitutionalization. Herewith, it is an appropriate tool for understanding the impact of deinstitutionalization on specific local communities.
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Muñoz-García, Antonio, and Mª Dolores Villena-Martínez. "Influences of Learning Approaches, Student Engagement, and Satisfaction with Learning on Measures of Sustainable Behavior in a Social Sciences Student Sample." Sustainability 13, no. 2 (January 8, 2021): 541. http://dx.doi.org/10.3390/su13020541.
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In this empirical study, we address the relationship between the dimensions of learning in higher education (i.e., student engagement, approaches to learning, and satisfaction with learning) and sustainability (i.e., austerity altruistic, pro-ecological and equitable behavior). The results demonstrate that there is a positive linear relationship between engagement with learning and deep and strategic approaches, motivation and strategies, and altruistic, equitable and pro-ecological behavior. Austerity, however, only correlated with high dedication to learning. Satisfaction with learning was associated with altruistic and equitable behavior and an overall measure of sustainability, and was independently associated with austerity and pro-ecological behavior. Engagement with learning was associated with sustainable behavior, especially with altruistic and pro-ecological behavior in its three expressions, namely, vigor, absorption and dedication. In contrast, austerity was found to be only associated with engagement with learning. As a whole, and in line with Bronfenbrenner’s theory, the results of this study suggest that the aforementioned systems are interconnected and mutually influence each other.
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Condy, Janet, and Bernita Blease. "What challenges do foundation phase teachers experience when teaching writing in rural multigrade classes?" South African Journal of Childhood Education 4, no. 2 (December 24, 2014): 21. http://dx.doi.org/10.4102/sajce.v4i2.203.
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A one-size-fits-all curriculum cannot address the issues faced by rural multigrade teachers and learners. In South Africa, despite government efforts to relieve adversity, poverty in rural areas is still rife and poor education still fails to lift people out of it (Joubert 2010). Equality is essential in ensuring that all South African children have access to quality education where they can learn in an environment free from bias and discrimination (Asmal 2001). Bronfenbrenner’s social ecological systems theory underpinned this study. The purpose of this research was to identify the challenges experienced by two foundation phase teachers in teaching writing. This research was a qualitative study embedded within an interpretive case study. The following factors became evident: poor socio-economic backgrounds, transport, parental illiteracy, and teacher challenges that include the following subthemes: reading problems, differentiated teaching, resources, the language of teaching and learning, and writing support from the Western Cape Education Department (WCED).
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Mahlo, Dikeledi. "Teaching Learners With Diverse Needs in the Foundation Phase in Gauteng Province, South Africa." SAGE Open 7, no. 1 (January 2017): 215824401769716. http://dx.doi.org/10.1177/2158244017697162.
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This qualitative study draws from Bronfenbrenner’s ecological theory, which emphasizes interaction between the systems of education. The study argues that if teachers are able to cater for diversity in their classes, the vision of inclusive education will be realized. Inclusive education requires all learners with the diverse needs to be able to access education and succeed in their schooling careers. Ten teachers who are teaching in the Foundation Phase were purposively selected to form part of the study; data were collected through interviews, observations, and document analysis. Teachers indicated that large classes, lack of parental support, training for teachers, and social problems of the learners were making the teaching of learners with diverse needs challenging. This article focussed on the factors that are considered by teachers in the study as barriers to catering of learners with diverse needs, concluding that if teachers are provided with support, more learners will be able to sail through the system of education.
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Muñoz-García, Antonio, and Mª Dolores Villena-Martínez. "Influences of Learning Approaches, Student Engagement, and Satisfaction with Learning on Measures of Sustainable Behavior in a Social Sciences Student Sample." Sustainability 13, no. 2 (January 8, 2021): 541. http://dx.doi.org/10.3390/su13020541.
Full textAbstract:
In this empirical study, we address the relationship between the dimensions of learning in higher education (i.e., student engagement, approaches to learning, and satisfaction with learning) and sustainability (i.e., austerity altruistic, pro-ecological and equitable behavior). The results demonstrate that there is a positive linear relationship between engagement with learning and deep and strategic approaches, motivation and strategies, and altruistic, equitable and pro-ecological behavior. Austerity, however, only correlated with high dedication to learning. Satisfaction with learning was associated with altruistic and equitable behavior and an overall measure of sustainability, and was independently associated with austerity and pro-ecological behavior. Engagement with learning was associated with sustainable behavior, especially with altruistic and pro-ecological behavior in its three expressions, namely, vigor, absorption and dedication. In contrast, austerity was found to be only associated with engagement with learning. As a whole, and in line with Bronfenbrenner’s theory, the results of this study suggest that the aforementioned systems are interconnected and mutually influence each other.
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Bennie, Andrew, Nicholas Apoifis, Jeffrey Caron, William Falcão, Demelza Marlin, Enrique García Bengoechea, Koon Teck Koh, Freya Macmillan, and Emma George. "A Guide to Conducting Systematic Reviews of Coaching Science Research." International Sport Coaching Journal 4, no. 2 (May 2017): 191–205. http://dx.doi.org/10.1123/iscj.2017-0025.
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Research in coaching science continues to grow and as such, there is a need for rigorous tools to help make sense of the rapidly expanding literature. The purpose of this paper is to provide a detailed description of a systematic review methodology that can be used to summarise literature in coaching science. To do so, we present a test case of a systematic review we conducted on the sport coaching experiences of global Indigenous populations. More precisely, we conducted a systematic review of English, Spanish, French, Mandarin, and Portuguese peer-reviewed journal articles, spanning twelve databases (e.g., Sport Discus, ERIC, and Scopus) from 1970 to 2014. ENTREQ and COREQ guidelines were followed to report the results of the systematic review, and Bronfenbrenner’s ecological systems theory was used as a theoretical framework to extract and synthesise relevant findings from the included articles. In sum, this paper presents a robust methodology for systematically reviewing research in coaching science and provides practical insights for those who endeavour to conduct rigorous literature searches in this domain.
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Smith, Nina, Jim Harper, Ché Smith, and Deja Young. "Don't shoot!: State-wide police shootings, adolescent risk-taking behaviors, and the historic influence of wealth." Advances in Social Sciences Research Journal 7, no. 7 (August 2, 2020): 640–53. http://dx.doi.org/10.14738/assrj.77.8653.
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The present study uses Bronfenbrenner’s ecological systems theory as a framework for understanding the influence of state-wide fatal police shootings and wealth on a host of adolescent risk-taking behaviors (i.e. sexual risk taking, tobacco use, drug use, alcohol use, and suicide risk). Using data from the Youth Risk Behavior Survey, associations were tested among black and white adolescents from five states (N=13,314). State-wide police shootings were positively associated with drug use, alcohol use, and suicide risk among black adolescents. In contrast, state-wide police shootings, alone, were not associated with any risk-taking behaviors among white adolescents. However, wealth mattered, such that increases in wealth were significantly associated with lower sexual risk-taking, drug use, and suicide risk for white adolescents. Wealth was only associated with lower alcohol use among black adolescents. Our results indicate that state-wide fatal police shootings may shape adolescent health in unfavorable ways – namely among Black youth. Wealth may serve as a buffer against the negative effects of state-wide fatal police shootings.
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Nasiopoulou, Panagiota. "Investigating Swedish Preschool Teachers’ Intentions Involved in Grouping Practices." Early Childhood Education Journal 48, no. 3 (October 4, 2019): 325–35. http://dx.doi.org/10.1007/s10643-019-00988-8.
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Abstract This study aims to explore profiles of preschool teachers’ intentions when they divide the children into subgroups. Interactionist perspectives, Bronfenbrenner’s ecological systems theory, and a pedagogical perspective on preschool quality provide the foundation for the study’s theoretical framework. By applying a person-centered analytical procedure, the study analyzes preschool teachers’ considerations of a set of intentional indicators involved in grouping practices related to conditions for supportive classroom environment, opportunities for children’s play and interactions, and preschool teachers’ direct involvement in children’s learning. The sample consists of 698 preschool teachers from preschools in 46 municipalities in Sweden. Two intentional profiles were identified: a relational profile and an organizational profile. The patterns of play and learning opportunities, increasing communication and interaction, and opportunities for children to share their experiences and interests were the most distinctive patterns across the two profiles. Preschool teachers’ consideration of grouping practices as appropriate for working with a specific learning goal was equally emphasized in both profiles. These findings provide insight into preschool teachers’ pedagogical approaches and yield implications for the design of continuing professional development models for preschool teachers.
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Graber, Kim C., Amelia Mays Woods, and Jamie A. O’Connor. "Impact of Wellness Legislation on Comprehensive School Health Programs." Journal of Teaching in Physical Education 31, no. 2 (April 2012): 163–81. http://dx.doi.org/10.1123/jtpe.31.2.163.
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In 2004, Congress passed the Child Nutrition and WIC Reauthorization Act that requires schools to implement a wellness plan. Grounded in Ecological Systems Theory (EST) (Bronfenbrenner, 1977, 1979), the purpose of this study was to explore the impact of the legislation, discover what measures have been taken to enact the legislation, gauge how the legislation has impacted the work environment of physical educators, and better understand EST in relation to the legislation at the level of the microsystem. In total, 51 individuals participated in in-depth interviews that were triangulated and inductively/deductively coded. The results indicate that (a) principals and physical education teachers had limited knowledge of the plan, (b) school nutrition programs profited more than physical education, (c) physical education is becoming less marginalized, (d) physical education teachers missed an opportunity to use the legislation for program improvement, and (e) individuals at different levels of the system need to interact.
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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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Knipe, Damian, and Geraldine Magennis. "Arts-Based Approaches to Studying Traveller Children’s Educational Experiences." Art/Research International: A Transdisciplinary Journal 3, no. 2 (September 15, 2018): 20–47. http://dx.doi.org/10.18432/ari29377.
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In this article, we present ideas on how arts-based methods can be applied to conducting research with a minority ethnic group (i.e., Traveller children) and offer ways to analyse data. We refer to the culture of Traveller children, report statistics on their educational performance and refer to recent research in Northern Ireland on their disengagement from compulsory post-primary (11-16 years old) education. We look through the lens of Bronfenbrenner’s ecological systems theory and consider a re-think of the approach typically used in research to tap into Traveller children’s educational experiences. We offer a brief summary of the principles of arts-based research, outlining the theoretical underpinnings of supporters who argue for its use in educational research settings. We elaborate on three arts-based research methods as options in the design of conducting research with Traveller children and offer advice on associated ethical issues. In exploring methods of analysis, we refer to the types of data and suggest a content and thematic analytical approach to interpret the data. In conclusion, we reiterate the importance of offering these culturally responsive means to engage with this minority ethnic group.
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Green-LaPierre, Rebecca J., Patricia L. Williams, N. Theresa Glanville, Deborah Norris, Heather C. Hunter, and Cynthia G. Watt. "Learning from “Knocks in Life”: Food Insecurity among Low-Income Lone Senior Women." Journal of Aging Research 2012 (2012): 1–11. http://dx.doi.org/10.1155/2012/450630.
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Building on earlier quantitative work where we showed that lone senior households reliant on public pensions in Nova Scotia (NS), Canada lacked the necessary funds for a basic nutritious diet, here we present findings from a qualitative study involving in-depth interviews with eight low-income lone senior women living in an urban area of NS. Using a phenomenological inquiry approach, in-depth interviews were used to explore lone senior women’s experiences accessing food with limited financial resources. Drawing upon Bronfenbrenner’s Ecological Systems Theory, we explored their perceived ability to access a nutritionally adequate and personally acceptable diet, and the barriers and enablers to do so; as well in light of our previous quantitative research, we explored their perceptions related to adequacy of income, essential expenses, and their strategies to manage personal finances. Seven key themes emerged: world view, income adequacy, transportation, health/health problems, community program use, availability of family and friends, and personal food management strategies. World view exerted the largest influence on seniors’ personal perception of food security status. The implications of the findings and policy recommendations to reduce the nutritional health inequities among this vulnerable subset of the senior population are considered.
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Dardanou, Maria, Torstein Unstad, Rita Brito, Patricia Dias, Olga Fotakopoulou, Yoko Sakata, and Jane O’Connor. "Use of touchscreen technology by 0–3-year-old children: Parents’ practices and perspectives in Norway, Portugal and Japan." Journal of Early Childhood Literacy 20, no. 3 (July 5, 2020): 551–73. http://dx.doi.org/10.1177/1468798420938445.
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This paper discusses findings from online surveys completed by parents of 0–3-year-old children in Norway, Portugal and Japan concerning their young children’s use of touchscreen technology. The study investigated parental practices, views and perspectives related to children’s digital practices and explored these in relation to wider cultural discourses around early childhood in the participant countries. The study adopted Bronfenbrenner’s ecological systems theory to inform the questionnaire and interpretative data analysis of how parents’ views and experiences are influenced by a wide range of social, cultural and personal factors. The findings demonstrate some coherence between beliefs among parents regarding very young children’s use of touchscreen technologies and their place in the children’s home lives. Quantitative and qualitative results highlight that the respondents from all countries expressed the need for further guidance regarding technology use, and better communication with early education and care centres. The study findings are discussed in relation to the reported uses of touchscreen technologies in the three different cultural contexts, parents’ views on the benefits and/or disadvantages of children’s touchscreen technology use, and the potential influences of dominant cultural discourses on parents’ perceptions, views and practices.
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Achituv, Sigal, and Esther Hertzog. "‘Sowing the seeds of community’: Daycare managers participating in a community approach project." Educational Management Administration & Leadership 48, no. 6 (September 17, 2019): 1080–99. http://dx.doi.org/10.1177/1741143219873076.
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This paper is based on a study of daycare center managers participating in a project aimed at changing the communal approach in early childhood education (ECE) centers. The project was implemented by the ECE system of Israel’s Association of Community Centers for ages birth to three, based on the Ecological Systems Theory (Bronfenbrenner, 1979). The study aimed at learning about the managers’ views and attitudes toward the project, expanding knowledge in the sphere of ECE management and proposing relevant methods for policy improvement. The study applied qualitative methodology and was based on in-depth interviews with managers who participated in the first year of the project, and on observations at the daycare centers and on the project’s implementation process. The findings reveal that the managers are influenced in various ways, by the complex economic and organizational reality of their workplace. The position of the daycare managers as responsible for both implementing the project’s policies and for managing the caregivers creates a complex identity informed by ambivalent attitudes toward the system and the project itself. As ECE for ages birth to three is a conspicuous subject on international public agendas, this study may help ECE policymakers improve education systems by developing solid communal policies.
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Polovina, Nada. "Education of parents and attitude towards school of their daughters and sons." Zbornik Instituta za pedagoska istrazivanja 41, no. 1 (2009): 76–99. http://dx.doi.org/10.2298/zipi0901076p.
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This paper presents the results of the research the goal of which was to gain insight into the linkage between the attitude towards school and educational aspirations of female and male pupils and the aspects of their family environment which are gender marked (educational status of mothers and educational status of fathers as gender-role indicators). The approach to research topic was developed by relying on ecological systems theory of development (Bronfenbrenner) and social-cognitive theory of gender-role development (Bussey and Bandura). Research comprised a representative sample of 2447 female and male pupils of eighth grade from 36 schools in Serbia, and data were obtained by using answers to the questionnaires referring to some aspects of family and school environment. This is an in-depth analysis of data collected as part of the international study TIMSS 2007. Research findings can be expressed on two levels. The first - female eighth grade pupils, compared to their male peers, have considerably higher educational aspirations, a more positive attitude towards school as learning environment, and in extracurricular everyday life they prefer activities which are encouraged by school contents. The second - educational aspirations of male and female pupils are highly positively correlated with the accomplished educational level of the same gender parent, while attitude towards school and the type of extracurricular activities, both in boys/male pupils and girls/female pupils, stand in higher correlation with the accomplished level of education of the mother.
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Leahy, D., E. Schaffalitzky, C. Armstrong, L. Latham, F. McNicholas, D. Meagher, Y. Nathan, et al. "How social context impacts on the development, identification and treatment of mental and substance use disorders among young people – a qualitative study of health care workers." Irish Journal of Psychological Medicine 32, no. 1 (January 13, 2015): 117–28. http://dx.doi.org/10.1017/ipm.2014.70.
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IntroductionSocial context has a major influence on the detection and treatment of youth mental and substance use disorders in socioeconomically disadvantaged urban areas, particularly where gang culture, community violence, normalisation of drug use and repetitive maladaptive family structures prevail. This paper aims to examine how social context influences the development, identification and treatment of youth mental and substance use disorders in socioeconomically disadvantaged urban areas from the perspectives of health care workers.MethodSemi-structured interviews were conducted with health care workers (n=37) from clinical settings including: primary care, secondary care and community agencies and analysed thematically using Bronfenbrenner’s Ecological Theory to guide analysis.ResultsHealth care workers’ engagement with young people was influenced by the multilevel ecological systems within the individual’s social context which included: the young person’s immediate environment/‘microsystem’ (e.g., family relationships), personal relationships in the ‘mesosystem’ (e.g., peer and school relationships), external factors in the young person’s local area context/‘exosystem’ (e.g., drug culture and criminality) and wider societal aspects in the ‘macrosystem’ (e.g., mental health policy, health care inequalities and stigma).ConclusionsIn socioeconomically disadvantaged urban areas, social context, specifically the micro-, meso-, exo-, and macro-system impact both on the young person’s experience of mental health or substance use problems and services, which endeavour to address these problems. Interventions that effectively identify and treat these problems should reflect the additional challenges posed by such settings.
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Pask, Sophie, Cathryn Pinto, Katherine Bristowe, Liesbeth van Vliet, Caroline Nicholson, Catherine J. Evans, Rob George, et al. "A framework for complexity in palliative care: A qualitative study with patients, family carers and professionals." Palliative Medicine 32, no. 6 (February 19, 2018): 1078–90. http://dx.doi.org/10.1177/0269216318757622.
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Background: Palliative care patients are often described as complex but evidence on complexity is limited. We need to understand complexity, including at individual patient-level, to define specialist palliative care, characterise palliative care populations and meaningfully compare interventions/outcomes. Aim: To explore palliative care stakeholders’ views on what makes a patient more or less complex and insights on capturing complexity at patient-level. Design: In-depth qualitative interviews, analysed using Framework analysis. Participants/setting: Semi-structured interviews across six UK centres with patients, family, professionals, managers and senior leads, purposively sampled by experience, background, location and setting (hospital, hospice and community). Results: 65 participants provided an understanding of complexity, which extended far beyond the commonly used physical, psychological, social and spiritual domains. Complexity included how patients interact with family/professionals, how services’ respond to needs and societal perspectives on care. ‘Pre-existing’, ‘cumulative’ and ‘invisible’ complexity are further important dimensions to delivering effective palliative and end-of-life care. The dynamic nature of illness and needs over time was also profoundly influential. Adapting Bronfenbrenner’s Ecological Systems Theory, we categorised findings into the microsystem (person, needs and characteristics), chronosystem (dynamic influences of time), mesosystem (interactions with family/health professionals), exosystem (palliative care services/systems) and macrosystem (societal influences). Stakeholders found it acceptable to capture complexity at the patient-level, with perceived benefits for improving palliative care resource allocation. Conclusion: Our conceptual framework encompasses additional elements beyond physical, psychological, social and spiritual domains and advances systematic understanding of complexity within the context of palliative care. This framework helps capture patient-level complexity and target resource provision in specialist palliative care.
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Peesker, Karen M., Lynette J. Ryals, Gregory A. Rich, and Lenita Davis. "An ecosystems analysis of how sales managers develop salespeople." Journal of Business & Industrial Marketing 36, no. 4 (January 13, 2021): 654–65. http://dx.doi.org/10.1108/jbim-01-2020-0037.
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Purpose The purpose of this study is to identify and explain how leadership behaviors of sales managers can enhance the development of salespeople within the context of those interpersonal connections and interactions that is the sales ecosystem. Design/methodology/approach The authors collected and analyzed qualitative data from in-depth interviews with a sample of 36 sales professionals. Over 47 hours of interviews were transcribed and analyzed via NVivo. The statements were labeled as particular leader behaviors using the Miles and Huberman (1994) coding system. Findings The study identifies coaching, customer engaging, collaborating and championing as the four key leader behaviors that are relevant to the sales ecosystem. Specifically, coaching and customer engaging enhance the individual microsystems of salespeople; and collaborating and championing enhance the corresponding mesosystems. Analysis of the interview statements further revealed that trust, confidence, optimism and resilience are four relational elements that tend to coexist with these leader behaviors in the sales ecosystem. Practical implications This study provides a structure for sales organizations to strengthen their sales ecosystem through targeted interventions and training for those that manage salespeople. Past research finds that sales organizations too often neglect this type of managerial training. Originality/value This is the first study to examine sales leadership through the lens of Bronfenbrenner’s (1979) ecological systems theory. Further, the qualitative methodology, which is relatively unique in sales research, provides rich data that is particularly useful for exploring how and why things have happened.
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MWIRICHIA, SEVERINA MUKOKINYA. "HEAD TEACHER-PARENT COLLABORATION POLICIES’ USEFULNESS FOR THE IMPROVEMENT OF INCLUSIVE EDUCATION IN PUBLIC PRIMARY SCHOOLS IN MERU COUNTY, KENYA." International Journal for Innovation Education and Research 6, no. 4 (April 30, 2018): 65–71. http://dx.doi.org/10.31686/ijier.vol6.iss4.1002.
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Through head teacher-parent collaboration, Inclusive education can be improved. The purpose of the study was to analyse the usefulness of head teacher-parent collaboration policies for the improvement of inclusive education in regular public primary schools in Meru County. The objective of the study was to examine the usefulness of policies that govern head teacher-parent collaboration for the improvement of inclusive education. The significance of the study was to inform education policy makers, who need the study results to evaluate the current policies on inclusion and formulate appropriate ones for promoting head teacher-parent collaboration to improve the status of inclusive education for all learners. The study was guided by Bronfenbrenner’s bio-ecological systems theory and Peters’ input-process-outcome-context framework of Inclusive Education. Qualitative research approach method was predominantly used. The target population was 101,612. Through purposive sampling, 24 participants were selected. The study instruments used included; questionnaires, interview schedules, focus group discussion guide, observations and documents’ analysis schedules. Qualitative data analysis was done with the help of computer package, ATLAS. ti. The study findings were presented using narratives within themes generated from the collected data. The findings indicated that head teacher-parent collaboration policy context enhanced the improvement of inclusive education. Most of the schools used informal policies. It was concluded that, head teacher-parent collaboration policy context is crucial to the improvement of inclusive education. It was recommended that the Ministry of Education should formulate appropriate inclusive education policies.
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MWIRICHIA, SEVERINA MUKOKINYA, and Tarsila Kibaara. "ACTIVITIES IN TEAM WORK AMONG HEAD TEACHERS AND PARENTS FOR THE IMPROVEMENT OF INCLUSIVE EDUCATION IN REGULAR PUBLIC PRIMARY SCHOOLS IN MERU COUNTY." International Journal for Innovation Education and Research 6, no. 7 (July 31, 2018): 01–05. http://dx.doi.org/10.31686/ijier.vol6.iss7.1045.
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Through appropriate activities in teamwork among head teachers and parents, inclusive education is improved. The purpose of the study was to analyse activities in team work among head teachers and parents for the improvement of inclusive education in regular public primary schools, in Meru County, Kenya. The objective of the study was to examine activities in team work among head teachers and parents for the improvement of inclusive education. The significance of the study was to inform education policy makers, who need the study results to evaluate the current policies on inclusion and formulate appropriate ones for promoting head teacher-parent collaboration to improve the status of inclusive education for all learners. The study was guided by Bronfenbrenner’s bio-ecological systems theory and Peters’ input-process-outcome-context framework of Inclusive Education. Qualitative research approach method was predominantly used. The target population was 101,612. Through purposive sampling, 24 participants were selected. The study instruments used included; questionnaires, interview schedules, focus group discussion guide, observations and documents’ analysis schedules. Qualitative data analysis was done with the help of computer package, ATLAS. ti. The study findings were presented using narratives within themes generated from the collected data. It was found that, though, many head teachers carried out numerous activities, as a team with the parents, challenges contributed to minimal improvement of inclusive education. It was recommended that, the school stakeholders should be well sensitized on the collaboration for the improvement of inclusive education.
Key words: Activities, head teacher-parent collaboration, inclusive education, Meru County.
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Iline, Chingombe Shamiso. "An Ecological Panorama on How Parental Involvement Affects Academic Achievement of Secondary School Pupils in Masvingo." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 6, no. 3 (April 3, 2017): 275. http://dx.doi.org/10.21013/jems.v6.n3.p8.
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<div><p><em>This study explored the influence of an ecological perspective on the parental involvement on secondary school pupil’s academic</em><strong> </strong><em>performance. It was influenced by Urie Bronfenbrenner’s ecological systems theory. A qualitative research was adopted through an interpretivist paradigm. The research participants comprised of two teachers and five parents. The research instrument used was the one to one interviews with the both the teachers and the parents. A thematic data analysis was used to analyse data solicited from the research participants. Findings from the teachers revealed that some parents were partially involved in the learning of their pupils and some pupils were found not to be doing their homework. Ultimately, this derailed the whole learning process. In addition diverse sentiments were outlined by the parents including the claim that it was the teachers’ obligation to ensure that children were consistently assisted by the teachers. Their argument was based on the understanding that parents are paying full fees, therefore they expect the best out of their money. Some parents indicated that, as much as they would want to assist their children, they are to some extent incapacitated The researcher recommended that if the parents are unable to assist their children, they should find other means to do so . The same applies with teachers who are encouraged to reconsider ways of assisting children who cannot get parental assistance.</em><strong></strong></p></div>
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MWIRICHIA, SEVERINA MUKOKINYA, and Tarsila Kibaara. "Activities in Team Work Among Head Teachers and Parents for The Improvement of Inclusive Education in Regular Public Primary Schools in Meru County." International Journal for Innovation Education and Research 6, no. 7 (July 31, 2018): 1–5. http://dx.doi.org/10.31686/ijier.vol6.iss6.1045.
Full textAbstract:
Through appropriate activities in teamwork among head teachers and parents, inclusive education is improved. The purpose of the study was to analyse activities in team work among head teachers and parents for the improvement of inclusive education in regular public primary schools, in Meru County, Kenya. The objective of the study was to examine activities in team work among head teachers and parents for the improvement of inclusive education. The significance of the study was to inform education policy makers, who need the study results to evaluate the current policies on inclusion and formulate appropriate ones for promoting head teacher-parent collaboration to improve the status of inclusive education for all learners. The study was guided by Bronfenbrenner’s bio-ecological systems theory and Peters’ input-process-outcome-context framework of Inclusive Education. Qualitative research approach method was predominantly used. The target population was 101,612. Through purposive sampling, 24 participants were selected. The study instruments used included; questionnaires, interview schedules, focus group discussion guide, observations and documents’ analysis schedules. Qualitative data analysis was done with the help of computer package, ATLAS. ti. The study findings were presented using narratives within themes generated from the collected data. It was found that, though, many head teachers carried out numerous activities, as a team with the parents, challenges contributed to minimal improvement of inclusive education. It was recommended that, the school stakeholders should be well sensitized on the collaboration for the improvement of inclusive education.
Key words: Activities, head teacher-parent collaboration, inclusive education, Meru County.
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Waigera, Joseph K., Maureen Mweru, and Lucy Ngige. "Relationship between Teachers’ Demographic Characteristics and Levels of Utilization of Instructional Materials in Pre-Primary Schools in Kenya." East African Journal of Education Studies 2, no. 1 (July 10, 2020): 67–77. http://dx.doi.org/10.37284/eajes.2.1.179.
Full textAbstract:
Research indicates that children who obtain quality pre-primary education have a head start in life. It is also evident that early exposure and good use of instructional materials (IM) prepare children to be well adjusted later in life. Children are also well equipped with problem-solving skills that are important in Early Childhood Development and Education (ECDE). Instructional materials are core to effective teaching and learning in the formative years. The purpose of this research was to establish whether there was a significant relationship between teachers’ demographic characteristics and levels of utilization of instructional materials in pre-primary schools in Kenya. The study adopted the Cognitive Theory of Multimedia Learning Framework (CTML) and Ecological Systems Theory by Urie Bronfenbrenner. Besides, the study applied a cross-sectional survey research design. A random sample of 168 teachers comprising of 76.2% females and 23.8% males participated in the study. The Chi-Square test results indicated that gender (x2= 1.335; d.f. =1; p= 0.030), level of education (x2=8.165; d.f. =5; p=0.024) and professional training status (x2= 13.620; d.f. =5; p= 0.020) had a statistically significant linear relationship with the level of utilization of instructional materials. These results implied that female teachers were more likely to use instructional materials than their male counterparts and teachers who were more educated and highly trained were more likely to use instructional materials than their less trained counterparts. However, age, marital status, and duration of teaching experience had no statistically significant relationship with the utilization of instructional materials in pre-primary schools. It was concluded that professional training of pre-primary school teachers is critical for effective teaching and learning at the foundational level. It was recommended that teachers should promote the utilization of instructional materials in their classrooms for interactive and experiential learning of pupils.