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1
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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Derksen, Teri. "The Influence of Ecological Theory in Child and Youth Care: A Review of the Literature." International Journal of Child, Youth and Family Studies 1, no. 3/4 (July 30, 2010): 326–39. http://dx.doi.org/10.18357/ijcyfs13/420102091.
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The purpose of this literature review is to explicate the meaning of ecological theory and trace its influence in Child and Youth Care. The review focuses on the work of Urie Bronfenbrenner and explores how his early ideas have resonated through descriptions of the field, in efforts to prepare practitioners for professional practice, and in actual practice itself. The review concludes by questioning how Bronfenbrenner’s work could continue to inform Child and Youth Care practice, particularly in the areas of policy and community work.
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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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Fathirezaie, Zahra, Kosar Abbaspour, Georgian Badicu, Seyed Hojjat Zamani Sani, and Hadi Nobari. "The Effect of Environmental Contexts on Motor Proficiency and Social Maturity of Children: An Ecological Perspective." Children 8, no. 2 (February 19, 2021): 157. http://dx.doi.org/10.3390/children8020157.
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Physical environmental factors affect the developmental process of children. Thus, the main purpose of the present study was to investigate the two intervention models of affordances on the motor proficiency and social maturity of children. A semi-experimental research design with a pretest–posttest design and two groups were used, adopting the convenience method. Two groups of 15 children (aged 5.5–6.5 years) engaged in 12 weeks of nature school or kindergarten. The Bruininks–Oseretsky test of motor proficiency and the Vineland social maturity scale were used. The results of a mixed ANOVA showed that natural outdoor activity has a greater positive effect on motor proficiency and social maturity than kindergarten activities. Intra-group analysis also showed that both groups had progressed, but the nature school group made more progress. These results were discussed and interpreted based on the types of environmental affordances, Gibson’s theory, Bronfenbrenner theory, and child-friendly environment. It was suggested that natural environmental stimulations play a critical role in optimal child motor and social development during the early stages of life.
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Iwan, Ailin, Nirmala Rao, and Kenneth K. Y. Poon. "Characteristics of Green Schools: Observations of Award-winning Green Preschools in Bali, Berkeley and Hong Kong." Journal of Education for Sustainable Development 12, no. 2 (September 2018): 140–59. http://dx.doi.org/10.1177/0973408218783287.
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Award-winning Green Preschools in Bali, Berkeley and Hong Kong were selected to explore the characteristics of Green Schools using measures developed by educators (Environmental Rating Scale for Sustainable Development in Early Childhood (ERS-SDEC)) and architects (simplified Leadership in Energy and Environmental Design (LEED) development). Classrooms for 4- to 5-year-olds were systematically assessed over a 10-month period. A 35 years’ timeline of the Green School movement was produced. The Bronfenbrenner Ecological Theory has been used to frame and analyse this cross-national study. Results indicated striking similarities from both scales that the Green Preschool in Bali received the highest rating followed by Green Preschool in Berkeley and Hong Kong. Three distinct Green School characteristics were found to be: (a) holistic, (b) building and (c) curriculum. The schools’ green characteristics appeared to be influenced by cultures, city regulations and the external institutions that established the green awards.
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Othman, Mohd Razali, Nor Mazlina Ghazali, Suraida Abdullah, and Mohd Izzat Syafiq Mohd Razali. "Preliminary Analysis of Employee Needs Inventory Assessment (ENAI): Reliability and Validity." Journal of Cognitive Sciences and Human Development 6, no. 1 (March 31, 2020): 88–101. http://dx.doi.org/10.33736/jcshd.1752.2020.
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The aim of this study is to develop and assess the validity and reliability of Employee Needs Assessment Inventory (ENAI). Employee Needs Assessment Inventory (ENAI) aims to screen employees’ problem and measured eight scale namely health, financial, family, spiritual, work, career, interpersonal relationship and work environment. The instrument is developed based on Ecological Theory by Bronfenbrenner (1979). The questionnaire is distributed to 1113 employees in selected public university in Malaysia. The reliability of the instrument is measured using internal consistence reliability (Cronbach Alpha). The construct validity is measured by Exploratory Factor Analysis (EFA). The result indicated a coefficient alpha is 0.96 for the 76 ENAI items. The coefficient alphas for the eight subscales were as follows: 0.89 for health, 0.79 for financial, 0.86 for family, 0.83 for spiritual, 0.88 for work, 0.85 for career, 0.90 for interpersonal relationship and 0.89 for work environment. The study founds the instrument is valid and reliable.
Keywords: Reliability; Validity; Assessment; Employee; Exploratory factor analysis
7
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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Fariza Sidik, Irwan, Mohd Mahzan Awang, and Abdul Razaq Ahmad. "Teacher’s Support and Student Involvement in Learning Activities on Enhancing Student Academic Achievement." Journal of Social Sciences Research, no. 57 (July 20, 2019): 1167–75. http://dx.doi.org/10.32861/jssr.57.1167.1175.
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This study aims to identify the level of teachers’ support and the involvement of students in learning activities to improve academic achievement of high school students. Teachers’ support refers to teaching activities in the classroom. Student involvement is seen from the aspect of student learning in the classroom. The conceptual framework of the study combines two theories and a model which are the theory or model of the human ecological system (Bronfenbrenner, 1979), social capital theory (Robert and Putnam, 2000) and aspiration model of the Malaysian Education System in the Malaysia Education Blueprint 2013–2025 (2013). This study is a survey using questionnaire for information. The sample was chosen randomly, involving a total of 200 form four students in Negeri Sembilan. The whole construct is at a high level of reliability of 0.926. This study uses descriptive analysis of mean and standard deviation using Statistical Packages for the Social Sciences (SPSS) Version 24. The results show that teachers’ support and student involvement in classroom learning activities are at moderate level. The implication of the study found that teachers and the school need to increase their efforts, programs and activities in improving student academic achievement.
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Anshor, Maria Ulfah. "Contribution of Indonesian Women Migrant Workers (TKIP) to Child Welfare." Jurnal Perempuan 22, no. 3 (August 30, 2017): 249. http://dx.doi.org/10.34309/jp.v22i3.196.
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<p>This article is part of dissertation research on childcare of Indonesian Women Migrant Workers (TKIP) in pesantren, using a qualitative approach and analysis unit in child and their environment. This study uses the ecological system theory of Bronfenbrenner and the<br />concept of Global Care Chain with the perspective of child protection. The results showed that the children of TKIP who abandoned by their mothers abroad became losing care, disrupted their social welfare psychically and socially; there is interdependence between the child’s of TKIP and his/her family with TKIP abroad; pesantren is an option for TKIP family because there is no professional childcare for the children of TKIP when their mother abandons her/him. Institutionally pesantren has potential to break the Global Care Chain injustice on the care of TKIP children with the support of religious values and traditions of pesantren. However, policy support is needed to ensure the care and social welfare of TKIP’s children that based on community and which integrated comprehensively in<br />blueprint of Indonesian migrant worker policy.</p>
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Perelmuter, Idit. "The Educational Situations of Bilingual Students with Learning Disabilities in Hand in Hand Schools in Jerusalem." Studia Edukacyjne, no. 51 (December 15, 2018): 515–22. http://dx.doi.org/10.14746/se.2018.51.32.
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This article will address the educational situations with which bilingual students who have learning disabilities cope in the education system and in the bilingual schools of Hand in Hand, an association which was established to promote and develop a shared society for Arabs and Jews in Israel. In addition, it will describe the difficulties of the learning-disabled bilingual students and how they impact upon the student. The first part will present the educational concept of Hand in Hand and the reality of the bilingual school in Jerusalem in particular. The second part will describe educational situations in which bilingual students who have learning disabilities cope in the bilingual school of the Hand in Hand Association. Furthermore, it will address the difficulties of these students in the school. The third part focuses upon the relationship between the ecological model of Bronfenbrenner and neuro-developmental theory and the educational situations of learning-disabled bilingual students, with an emphasis on their immediate environment (the educational situations described in the article are taken from professional experience in my work in the bilingual school in Jerusalem as an inclusion teacher for learning-disabled bilingual students both in the elementary and middle schools).
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Perelmuter, Idit. "The Educational Situations of Bilingual Students with Learning Disabilities in Hand in Hand Schools in Jerusalem." Studia Edukacyjne, no. 51 (December 15, 2018): 515–22. http://dx.doi.org/10.14746/se.2018.51.32.
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This article will address the educational situations with which bilingual students who have learning disabilities cope in the education system and in the bilingual schools of Hand in Hand, an association which was established to promote and develop a shared society for Arabs and Jews in Israel. In addition, it will describe the difficulties of the learning-disabled bilingual students and how they impact upon the student. The first part will present the educational concept of Hand in Hand and the reality of the bilingual school in Jerusalem in particular. The second part will describe educational situations in which bilingual students who have learning disabilities cope in the bilingual school of the Hand in Hand Association. Furthermore, it will address the difficulties of these students in the school. The third part focuses upon the relationship between the ecological model of Bronfenbrenner and neuro-developmental theory and the educational situations of learning-disabled bilingual students, with an emphasis on their immediate environment (the educational situations described in the article are taken from professional experience in my work in the bilingual school in Jerusalem as an inclusion teacher for learning-disabled bilingual students both in the elementary and middle schools).
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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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Ganga, Emily, Kudzai Chinyoka, and Moses Kufakunesu. "Domestic Violence: A Hindrance to Optimal Functioning of a Learner’s Cognitive Capacity." International Journal of Learning and Development 2, no. 5 (October 31, 2012): 313. http://dx.doi.org/10.5296/ijld.v2i5.2599.
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Domestic violence is a common phenomenon that seems to be taking a centre stage in hindering sustainable development in many homes today. Previously, advocates for peace within homes were concerned more about wives being beaten by their husbands, but today there is a shift in paradigm where wives are seemingly inflicting both physical and psychological pain on their husbands. As if this is not enough, the young boys and girls reared within these homes seem to be getting an equal share that resultantly impedes the optimal function of their cognitive capacities. This study analyses the various dimensions of domestic violence and the resultant impediment on the effective function of the learner’s cognitive function. The study was structured from a constructivist learning perspective, bearing in mind three dimensional theoretical approaches covering the socio-cultural theory by Levy Vygotsky, ecological theory by Urie Bronfenbrenner and observational learning by Albert Bandura. The plight of the learner being nurtured within violent homes was surveyed where some teachers and pupils’ observations, anecdotal records and vignettes were major data collection tools among young boys and girls randomly selected from both rural and urban schools locally. The study established that commitment by parents, caregivers and teachers in carrying out their responsibilities seem to be on the decline. The study further exposes some inherent challenges and abuses faced by learners in unsuitable living conditions. The implications of such situations are that learning institutions should ascertain possible ways of liberating the affected learner and educate the parents, caregivers and teachers on the negative effects of perpetuating domestic violence.
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Juma, Lucy Stella A. "INFLUENCE OF HOME TO SCHOOL COMMUNICATION ON ACADEMIC ACHIEVEMENT OF STANDARD EIGHT PUPILS IN PUBLIC PRIMARY SCHOOLS IN KISUMU WEST SUB –COUNTY, KENYA." African Journal of Education and Practice 7, no. 1 (January 5, 2021): 1. http://dx.doi.org/10.47604/ajep.1189.
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Purpose: The purpose of the study was to establish the influence of home to school communication on academic achievement of pupils in public primary schools.
Methodology: The research design used was sequential explanatory research design, which combined both qualitative and quantitative models of research so that evidence may be mixed and knowledge increased in a more meaningful manner. The study population consisted of 1210 standard eight pupils, 300 standard eight teachers, 1210 standard eight parents and 75 Head teachers drawn from 75 public primary schools in Kisumu West Sub-County, Kisumu, Kenya. Stratified random sampling technique was employed for selecting 23 public primary schools and simple random sampling used in each stratum to select the pupils. Purposive sampling technique was done to select standard eight parents, and head teachers. The researcher would collect data using questionnaires and interview schedule, focus group discussions guide and document analysis. Quantitative data was analyzed through descriptive and results presented in the form of tables, frequencies, Percentages, and accumulative percentages and on the other hand qualitative data generated from open ended questions were organized, categorized and presented in narratives.
Findings: The study established that home to school communication affected pupils’ academic achievement.
Unique contribution to theory, practice and policy: The recommendations of the study were that there should be regular academic clinics and pupils progress follows up to help enhance achievement amongst the learners. The ecological system theory of development by (Bronfenbrenner 1969) outlined the influence of parent involvement at schools and the other surrounding influences on a child’s development and academic achievement which the ministry could borrow to enhance academic achievement
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Hlomani-Nyawasha, Thokozani J., Anna Meyer-Weitz, and Catherine O. Egbe. "Factors influencing alcohol use among female in-school adolescents in the Western Cape, South Africa." South African Journal of Psychology 50, no. 4 (August 21, 2020): 574–86. http://dx.doi.org/10.1177/0081246320946298.
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The increasing levels and more frequent use of alcohol among females, especially those in younger age groups, is a worldwide concern. An in-depth understanding of this phenomenon is, however, limited. This study aimed to explore the factors influencing alcohol use among female adolescent students as guided by the ecological systems theory of Bronfenbrenner. Data were collected from 25 female high school students in Grade 9 in the Western Cape, South Africa, using five individual semi-structured interviews and two focus group discussions with each group comprising 10 students. Thematic analysis was used to analyse the data. The findings of the study indicated that participants begin drinking at an early age and due to low self-esteem, which makes them prone to peer influence. Female adolescents are also influenced by various factors residing within the microsystem (family members and peers), mesosystem (lack of parental attention, weak mother-to-daughter relationship, influence of peers and dating partners), exosystem (media advertisement and lifestyle of celebrities), macrosystem (change in societal roles), and chronosystem (transition to higher education). Interventions are needed in schools to help female adolescents resist peer pressure and cope with the changing environment of high school. Also, parents should be educated on the influence of their drinking behaviour on their children in order for them to be more cautious when drinking at home. Adolescent students will benefit from educational materials on the harmfulness of alcohol use.
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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.
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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.
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Grande-López, Víctor. "Una mayor empatía al VIH/SIDA a través de la educomunicación = A greater empathy for HIV/AIDS through educommunication." REVISTA ESPAÑOLA DE COMUNICACIÓN EN SALUD 10, no. 1 (June 26, 2019): 102. http://dx.doi.org/10.20318/recs.2019.4577.
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Desde el inicio del VIH/sida en los años 80, el relato audiovisual no sólo ha servido para situar al espectador en un contexto social sino que le ha ayudado a reflexionar sobre la epidemia más devastadora de la medicina contemporánea. El miedo y el desconocimiento han fomentado procesos de discriminación provocando que personas con VIH/sida no sean tratadas con dignidad y respeto. Desde el ámbito de la educomunicación como vehículo de transmisión de conocimientos a través del medio, se pretende como objetivo principal concienciar sobre la importancia de la prevención del VIH/sida a la generación Z, los primeros adolescentes del siglo XXI. Para ello, se presenta una metodología: mediante una propuesta edu-inclusiva con pequeñas píldoras audiovisuales de la serie de televisión Élite (2018) y a través de la teoría ecológica de Bronfenbrenner sobre cómo influye en el desarrollo cognitivo y conductual los ambientes que rodean a una persona. Dando como resultados un impacto a nivel sensorial, actuando como transformador de conciencia saludable y logrando subsanar prejuicios y heridas sociales. Se concluye que es esencial trabajar sobre VIH/sida desde edades tempranas, ya que más vale comunicar para prevenir que callar para curar.Palabras clave: cine; VIH/sida; adolescentes; educación para la salud; series tv.; comunicación.Abstract Since the beginning of HIV/AIDS in the 1980s, the audiovisual story hasn´t only served to situate the viewer in a social context but it has helped him to reflect on the most devastating epidemic of contemporary medicine. Fear and ignorance have fostered discrimination processes causing people with HIV/AIDS not to be treated with dignity and respect. From the field of educommunication as a vehicle for the transmission of knowledge through the media, the main objective is to raise awareness of the importance of HIV/AIDS prevention to Generation Z, the first teenagers of the 21st century. Because of this, it is presented a methodology through an edu-inclusive proposal with small audiovisual pills from the TV series Élite (2018) and through Bronfenbrenner´s ecological systems theory about how the environments that surround a person can influence cognitive and behavioural development. As a result there is an impact at sensory level, acting as a healthy conscience transformer and managing to correct prejudices and social wounds. In conclusion: it´s essential to work on HIV/AIDS from an early age, because it´s better to communicate to prevent than be silent in order to heal.Keywords: cinema; HIV/AIDS; teenagers; education for the health; TV series; communication.
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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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Кючуков, Христо, Мілан Самко, Дагмар Копчанова, and Петро Ігов. "The Knowledge of Romani and School Readiness of Roma Children." East European Journal of Psycholinguistics 3, no. 2 (December 22, 2016): 49–60. http://dx.doi.org/10.29038/eejpl.2016.3.2.kyu.
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The paper presents results from an international research project looking at Roma children between the ages of 3 and 6 years old. Thirty Roma children from Southwest Bulgaria and 30 Roma children from East Slovakia were tested with a psycholinguistic test in Romani language, measuring the knowledge of different grammatical categories. In most East European countries, the children are tested employing psychological/IQ tests in the official languages of the country and if the child does not understand the test task, because of a lack of knowledge in that language, s/he is deemed to have “light mental retardation”. The knowledge of the children on different grammatical categories in their mother tongue is not taken into account. For the first time in Europe, a psycholinguistic test was developed for measuring the knowledge in Romani (comprehension and production). Categories such as wh-questions, wh-complements, passive verbs, possessiveness, tense and aspect, learning new nouns and verbs are measured with newly developed test. The knowledge of the children is connected with two theories: the ecological theory of Ogbu (1978) and the integrative theory of child development (García Coll et al. 1996). Ogbu’s theory stresses the importance of the home culture in the development of the children and the theory of García Coll and her collaborators presents the home environment and the SES of the families as an important predictor for language development and school readiness of the minority/migrant children.
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Waigera, Joseph K., Maureen Mweru, and Lucy Ngige. "Relationship between Teachers’ Attitudes and Utilization of Instructional Materials in Pre-Primary Schools in Kenya." East African Journal of Education Studies 2, no. 1 (August 7, 2020): 92–104. http://dx.doi.org/10.37284/eajes.2.1.189.
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The purpose of this research was to establish whether there was a significant relationship between teachers’ attitudes and levels of utilization of instructional materials (IM) in Pre-Primary Schools in Kenya. The study adopted the Ecological Systems Theory by Urie Bronfenbrenner. The study used a cross-sectional survey research design and data were collected through self-administered questionnaires. A sample of 164 teachers comprising of 76.2% females and 23.8% males participated in the study. Results established that 86.4% of the teachers had positive attitudes towards the instructional practice. In terms of utilization of instructional materials, the researchers determined that 62.1% of the respondents achieved high levels while 37.9% attained low levels of utilization of instructional materials across the Early Childhood Development Education (ECDE) activity areas. The Chi-Square results revealed that there was a statistically significant relationship between teachers’ attitudes and utilization of instructional materials (χ2 = 4.094; d.f.= 2; p = 0.043). Further analysis using the regression test revealed that there was a statistically significant relationship between teachers’ positive attitudes and levels of utilization of instructional materials (β =0.516; p = 0.001). These findings established that teachers who had positive attitudes attained higher levels of utilization of instructional materials in their classrooms compared to their counterparts who had negative attitudes. Therefore, it was concluded that teachers’ attitudes were a significant factor in promoting the utilization of instructional materials in ECDE activities. This implies that a positive attitude is an important attribute of a pre-primary school teacher. Therefore, there is a need to inculcate positive attitudes towards the utilization of instructional materials among teachers during pre-service and in-service training sessions to promote the best practices in instruction at the pre-primary school level.
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Leonard, Jack. "Using Bronfenbrenner’s Ecological Theory to Understand Community Partnerships." Urban Education 46, no. 5 (March 22, 2011): 987–1010. http://dx.doi.org/10.1177/0042085911400337.
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Lau, Jared, and Kok-Mun Ng. "Conceptualizing the Counseling Training Environment Using Bronfenbrenner’s Ecological Theory." International Journal for the Advancement of Counselling 36, no. 4 (September 16, 2014): 423–39. http://dx.doi.org/10.1007/s10447-014-9220-5.
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Walls, Jill K. "A Theoretically Grounded Framework for Integrating the Scholarship of Teaching and Learning." Journal of the Scholarship of Teaching and Learning 17, no. 2 (May 11, 2017): 24–34. http://dx.doi.org/10.14434/josotl.v17i2.20845.
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SoTL scholars have written about the importance and utility of teaching from a guiding theoretical framework. In this paper, ecological theory and specifically Bronfenbrenner’s bioecological model, is examined as a potential framework for synthesizing SoTL research findings to inform teaching and learning scholarship at the college level. A general overview of the bioecological model of human development and its application to the SoTL literature are provided. The benefit of adopting an ecologically-based framework to better understand and exploit the interdisciplinary nature of SoTL is discussed.
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Walls, Jill K. "A Theoretically Grounded Framework for Integrating the Scholarship of Teaching and Learning." Journal of the Scholarship of Teaching and Learning 16, no. 2 (April 29, 2016): 39–55. http://dx.doi.org/10.14434/josotl.v16i2.19217.
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SoTL scholars have written about the importance and utility of teaching from a guiding theoretical framework. In this paper, ecological theory and specifically Bronfenbrenner’s Process, Person, Context, Time (PPCT) model, is examined as a potential framework for synthesizing SoTL research findings to inform effective teaching at the college level. A general overview of the PPCT model of human development and its connections to current topics and areas of inquiry in the SoTL literature are provided. The benefit of adopting an ecologically-based framework to better understand and exploit the interdisciplinary nature of SoTL is discussed.
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Amundsen, Diana, Nadine Ballam, and Katrina McChesney. "Students' transitions into initial teacher education: Understanding barriers and enablers through an ecological lens barriers and enablers through an ecological lens." Australian Journal of Teacher Education 46, no. 3 (March 2021): 91–111. http://dx.doi.org/10.14221/ajte.2021v46n3.6.
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This paper presents a small-scale qualitative investigation which explored early first-year transition experiences of pre-service teacher students.The study took place in one university in Aotearoa New Zealand,involving24 students and three co-researchers from a Faculty of Education. Perceptions of students’ transition experiences were gathered through an essay task six weeks into the first semester; data were analysed using Bronfenbrenner’s (1979) ecological theory to identify barriers and enablers related to students’ transition experiences in various contexts. Diverse transitions accounts of ‘becoming a pre-service teacher student’ were analysed as being complex and intertwined with historical, social, cultural and political elements.These findings have implications for providers and educators of pre-service teacher programmes.Purposeful application of Bronfenbrenner’s theory to identify, name and understand how various transition barriers and enablers impact wellbeing and resilience could open up a more visible, shared and understood transition experience.
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Warren, Ron. "Preaching to the Choir? Parents' Use of TV Ratings to Mediate Children's Viewing." Journalism & Mass Communication Quarterly 79, no. 4 (December 2002): 867–86. http://dx.doi.org/10.1177/107769900207900407.
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In 1997, a system of TV ratings was instituted to label objectionable television content for parents. This study gathered ratings use data from 439 parents of preschool and school-age children. Bronfenbrenner's ecological theory of development is used to interpret the results. Parents most likely to use TV ratings are those who already mediate viewing, a finding with important implications for redefining television's place in Bronfenbrenner's theory, particularly its role as a microsystem setting and mediation's place as a mesosystem factor in child development.
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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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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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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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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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Nazar, Nataliia. "The ecosystem approach in health social work." Mental Health: Global Challenges Journal 4, no. 2 (October 13, 2020): 16–18. http://dx.doi.org/10.32437/mhgcj.v4i2.90.
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Introduction
Health is the greatest value in our lives. Analyzing the current approaches of the WHO (2014), we consider this concept not only from the standpoint of physical health and the absence of disease, but understand this phenomenon as a holistic state of complete well-being, which includes, in addition to physical, emotional, mental, social, spiritual, sexual, environmental and many other aspects. This is the so-called holistic model of health (Orzhekhovska, 2013).
Our reasoning suggests (given various aspects of health) that this value does not depend only on an individual's choice to be or not to be healthy, and cannot be governed solely by personal actions. Here are some examples. The lack of geographically close medical services and / or free medical services causes the inability to receive emergency medical care and / or to systematically monitor health. Negative relationships in the family, the absence of a father or mother in the family can lead to emotional rejection of the child (psycho-emotional disorders), the acquisition of undesirable behavior (child addictive behavior or delinquent behavior), lack of self-care skills (this can cause various infectious diseases), getting into institutional care, which usually do not contribute to the full development of personality, etc. Inadequate social policies and an imperfect health care system in the country can cause outbreaks of socially dangerous diseases and provoke the spread of pandemics. Aggressive urbanization creates uncomfortable living conditions in cities due to traffic jams, pollution, noise, which causes other health risks from stress to cancer. As we can see, good health depends not only on the individual being healthy in the broad context of this word, but on the complex impact on us of a number of systems in which we are included. It is important to emphasize the role of social work in this context, the theory and practice of which aim, inter alia, to promote social development and well-being, as well as to improve the health care system and reduce social inequalities. Therefore, the task of social work in general and social workers together with other professionals in particular is to support the individual, family, community, society in the context of strengthening and maintaining the health of both individual and public. An ecosystem approach in social work helps us to understand the process of maintaining and strengthening health, which explains well the mutual influence of each element of the system.
Purpose
The aim of the article was to consider health social work according to ecosystem approach.
Methodology
The study used theoretical methods of research, in particular, analysis, comparison, synthesis and implementation of the results of the study of health social work based on the principles of integral ecology and ecosystem approach.
Results and Discussion
The ecosystem approach is used in various spheres of practical and scientific activity: public health, ecology, economy, legal and social spheres, church-religious sphere and even education (Forget, Lebel, 2001; Deinega, 2018; Veklych, 2017; Voronkin, 2017).
Kabanenko and T. Semigina (2004) write about the separation of the ecological approach in social work on the basis of systems theory (sociological group of social work theories). Within this approach, the authors consider the main models of work and tools that can be used by social workers in their practice: eco-maps, genograms, etc. Systems theory and environmental theory are mentioned in the manual "Introduction to Practical Social Work". In systems theory, "a whole is greater than the sum of its parts", so it is important to consider "the interaction of the client and the environment." Ecological theory considers a person in the context of his or her entourage, but not only the family, society, but also the environment (Klos, Mykytenko, 2005, 52-54). In contrast to the mentioned researchers, T. Syla (2012) explores the problem of violence in the context of the ecosystem approach, she notes that this approach originates from the socio-ecological theory of Bronfenbrenner in psychology. So, no matter what theories the ecosystem approach is based on, the idea behind this concept is a wide range of interconnections. Every smaller object, such as a person, is part of a large range of interactions of larger systems: family, community, society, environment, and so on. Each element of the system affects the other, so solving a problem situation in one area can be an impetus for positive change in another.
Chaikovska and O. Hlavatska talk about the need to train social workers with a "high level of environmental culture" (2019). In scientific works on social work we find the concepts "ecosystem approach" and "ecological approach", which are virtually identical in content. This perspective has formed over time one of the modern concepts of social work: "environmental social work", or "eco-social work", or "green social work". The latter in her current research is much covered by T. Semigina (2018). The researcher notes that "a healthy environment is seen as an inalienable human right, a component of human dignity and non-discrimination." However, today there is no research on health social work from the standpoint of an ecosystem approach.
The ecosystem approach resonates with another very important concept. It is an integrated ecology. This concept appeared in the church-religious sphere, and was covered in the Encyclical (papal document) "Laudato si" by the head of the Catholic Church Pope Francis (2015/2019). According to the vision of Francis, there can be no question of ensuring the common good, guaranteeing fundamental rights, social justice, if humanity understands nature as something separate and does not link environmental pollution with economic activity, behavior, etc.
Conclusion
Therefore, it is obvious that today, in the conditions of social transformations and globalization processes, the solution of any social problem should be considered from the standpoint of the ecosystem approach. Health issues in social work cannot be considered without taking into account changes in the environment. For such activities, it is necessary to train social workers in the context of the ecosystem approach, programs and projects should be developed to help overcome the problems of clients' health in a comprehensive way. Further research is needed to study existing and develop new forms and models of social work on the basis of strengthening and maintaining the health of clients, taking into account the ecosystem approach and the basics of integral ecology
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O’Keefe, Theresa. "Colliding Ecosystems: Interpreting the Complex Social World of Adolescent Children of Immigrants." Christian Education Journal: Research on Educational Ministry 15, no. 3 (December 2018): 465–78. http://dx.doi.org/10.1177/0739891318805107.
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This article proposes Urie Bronfenbrenner’s bioecological theory of human development as an interpretive lens for recognizing the challenges presented to the adolescent children of immigrant adults. His ecological framework helps us recognize how these adolescents are caught between cultures and experience the cultural divide differently than their parents, elders, and Anglo age peers. It includes suggestions for how ministers might assist these adolescents and elders to bridge what divides them from each other and the culture.
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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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Abdul Hamid Salim Al-Douhani, Faisal Lafee Alobeytha,. "The influence of Ecology on the Identity of a Child in Kashmera Sheth's Boys Without Names." Psychology and Education Journal 58, no. 1 (January 15, 2021): 3615–24. http://dx.doi.org/10.17762/pae.v58i1.1316.
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Victims of child labour trafficking endure chronic trauma where they often suffer from physical and psychological exploitation. This paper examined the role of ecology in the identities developments of the children before and during abducting and recruiting them as trafficked children. Kashmera Sheth's Boys Without Names (2010) was selected to be the sample of this study. Bronfenbrenner’s Ecological System Theory (1994) guided the theoretical framework. The findings of this article exhibited that (i) ecological structures contribute to the identity development of children, (ii) ecological nests paved the road for the traffickers to abduct and recruit their victims, (iii) traffickers at all times intend to abolish and rape the identity of the victims and (iv) young adult literature is an appropriate sort of literature for raising the awareness of child trafficking
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Zhu, Peitao, Jared Lau, and Carryl P. Navalta. "An Ecological Approach to Understanding Pervasive and Hidden Shame in Complex Trauma." Journal of Mental Health Counseling 42, no. 2 (April 1, 2020): 155–69. http://dx.doi.org/10.17744/mehc.42.2.05.
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Shame has been argued to be a core issue in complex trauma; however, few efforts have been put forth to systematically examine the conceptual and empirical evidence to support this claim. This review, using Bronfenbrenner’s ecological theory, presents a preliminary map of findings that highlight the pervasive and hidden shame in the ecological subsystems of complex trauma survivors. A psycho-social-cultural perspective was utilized to highlight the manifestation and disguising of shame in various contexts. Our review accentuates the centrality of shame in complex trauma and offers several ways in which mental health counselors can explicitly and systemically address shame in their work with complex trauma survivors. Implications for counselor training and future research are also discussed.
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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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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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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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Yang, Xiaowan. "An Ecological Examination of Student Teachers’ Belief Development During the Teaching Practicum." English Literature and Language Review, no. 58 (August 5, 2019): 140–50. http://dx.doi.org/10.32861/ellr.58.140.150.
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Using Bronfenbrenner’s ecological theory of human development as the framework, this study explores how the ecological context of student teachers affect their belief development during the teaching practicum. Findings reveal that during the teaching practicum, student teachers interacted directly or indirectly with their ecological environments, including students, parents, mentors, supervisors, school policies, culture and social trends, which led them to develop, confirm, integrate, discard, or modify their beliefs. Findings also reveal that ecological environments may not only encourage but also impede student teachers’ belief development depending on what kind of influences they exert on them. Lastly, findings suggest that although macrosystem locates the most distant in student teachers’ ecological environments, factors within it may exert a huge influence on other environments and thus have a huge impact on student teachers. Based on the above findings, this study calls upon more opportunities for student teachers to participate in real-world professional practice so that they can put their beliefs to test. More training is also needed for mentors and supervisors to support student teachers’ belief development.
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Miller, Peter, and James Schreiber. "Multilevel Considerations of Family Homelessness and Schooling in the Recession Era." Journal of School Leadership 22, no. 1 (January 2012): 147–85. http://dx.doi.org/10.1177/105268461202200107.
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This mixed methods investigation of homeless education in a major urban region identified a number of significant developments and dilemmas amid the larger homeless crisis in the United States. We found that the wider community demographics of homelessness have shifted in recent years, resulting in a higher number of homeless families—many of whom were experiencing homelessness for the first time. In the education domain, these families experienced wide-ranging problems that they perceived as limiters to their advancement. The findings are framed with the help of several elements of Bronfenbrenner's bio-ecological theory, and several implications for educational leaders are posited.
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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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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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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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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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Al-Mahdi, Osama. "Family-School Connections: Different Theoretical Perspectives and their Implications for Teacher Education." Humanities and Social Science Research 2, no. 4 (October 18, 2019): p13. http://dx.doi.org/10.30560/hssr.v2n4p13.
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Family-school connections had received increasing attention in the past decades due to their potential benefits for children’s learning. However, the educational and research community is still working to give a clear explanation for what family-school connections really stands for, which is understood to be a complicated concept. This paper begins by presenting different definitions of family-school connections. Afterwards it will discuss various theoretical perspectives in this educational area, which includes: Piaget cognitive development theory (Piaget, 1981), Vygotsky’s sociocultural theory (Vygotsky, 1978), the funds of knowledge theory (Moll et al., 1992), Bourdieu’s social capital theory (Bourdieu, 1986), Bronfenbrenner’s ecological theory (Velez-Agisto, et al., 2017), the overlapping family and school spheres (Epstein, 2011), Hoover-Dempsey & Sandler framework (Hoover-Dempsey & Sandler, 1995; 1997; 2005), and the structural and relational approach in understanding family-school connections (Kim & Sheridan, 2015). The paper concludes with a discussion about the implications of these theoretical perspectives on the research and educational field.
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Ilari, Beatriz. "Musical Parenting and Music Education: Integrating Research and Practice." Update: Applications of Research in Music Education 36, no. 2 (June 21, 2017): 45–52. http://dx.doi.org/10.1177/8755123317717053.
Full textAbstract:
Although teachers work constantly with parents, discussions concerning parental roles in children’s music learning are often left at the margins in music teacher training programs. The aim of this article is to offer a review of musical parenting research from an ecological perspective. Bronfenbrenner’s bioecological theory of human development is used as a lens to examine musical parenting research concerning infants, school-aged children, and adolescents. Issues pertaining to contemporary parenting in the Western world such as intensive parenting and concerted cultivation are also considered as they relate to parental music cognitions and behaviors. Implications for research and practice in music education are outlined at the end.
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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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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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Hickey, Noelene, Linda Harrison, and Jennifer Sumsion. "Using a Socioecological Framework to Understand the Career Choices of Single- and Double-Degree Nursing Students and Double-Degree Graduates." ISRN Nursing 2012 (July 17, 2012): 1–10. http://dx.doi.org/10.5402/2012/748238.
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Untested changes in nursing education in Australia, such as the introduction of double degrees in nursing, necessitate a new research approach to study nursing career pathways. A review of the literature on past and present career choice theories demonstrates these are inadequate to gain an understanding of contemporary nursing students’ career choices. With the present worldwide shortage of nurses, an understanding of career choice becomes a critical component of recruitment and retention strategies. The purpose of this paper is to demonstrate how an ecological system approach based on Bronfenbrenner’s theory of human development can be used to understand and examine the influences affecting nursing students’ and graduates’ career development and career choices. Bronfenbrenner’s socioecological model was adapted to propose a new Nursing Career Development Framework as a way of conceptualizing the career development of nursing students undertaking traditional bachelor of nursing and nontraditional double-degree nursing programs. This Framework is then applied to a study of undergraduate nurses’ career decision making, using a sequential explanatory mixed method study. The paper demonstrates the relevance of this approach for addressing challenges associated with nursing recruitment, education, and career choice.