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Artykuły w czasopismach na temat "Bronfenbrenner's ecological model"
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Boyatzis, Chris J. "A Collaborative Assignment on the Role of Culture in Child Development and Education". Teaching of Psychology 25, nr 3 (lipiec 1998): 195–98. http://dx.doi.org/10.1207/s15328023top2503_7.
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In this article, I describe a collaborative project that helps students understand the role of culture in child development and education through an in-depth study of math education in the United States and Asia. Students use Bronfenbrenner's (1979, 1994) ecological model of development as a theoretical framework. The project entails independent and collaborative work outside of class and 2 class sessions. Evaluation data indicate that the assignment, especially the collaborative element, was highly effective in helping students understand how culture influences child development and education. The assignment also helped students understand Bronfenbrenner's ecological model and its applicability to child development topics.
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Hollander, Judith, i Linda Haber. "Ecological transition: Using Bronfenbrenner's model to study sexual identity change". Health Care for Women International 13, nr 2 (styczeń 1992): 121–29. http://dx.doi.org/10.1080/07399339209515985.
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Manyam, Suneetha, Shama Panjwani i John Mark Parker. "HIV Microaggressions Across Bronfenbrenner's Ecological Systems: A Social Justice Perspective". Rehabilitation Research, Policy, and Education 33, nr 4 (26.11.2019): 245–59. http://dx.doi.org/10.1891/2168-6653.33.4.245.
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Microaggressions play a prominent role in the cultural competency of the rehabilitation professionals. Understanding these biases and stereotypes faced by the individuals living with HIV/AIDS from a social justice and systemic perspective is crucial to become a culturally competent rehabilitation counselor. The current article is a systematic review of the anecdotal and scientific literature from 1900 to 2017 about these microaggressions toward individuals with HIV/AIDS. Authors present the common themes that emerged out of this extensive qualitative analysis by utilizing the Urie Bronfenbrenner's ecological model as a basis and discuss its impact from a social justice perspective. Implications for rehabilitation counselors and future recommendations are presented at the end.
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Aggarwal, Pankhuri, Deborah L. Wiese i Prachi Bhuptani. "Relational Ecological Model of Identity". International Perspectives in Psychology 11, nr 1 (styczeń 2022): 18–27. http://dx.doi.org/10.1027/2157-3891/a000014.
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Abstract. Although some scholars have extended the discussions on privilege and marginalization to include markers of identity that go beyond race/ethnicity, gender, and disability status, these attempts are still in their preliminary stages ( Black & Stone, 2011 ). Commonly accepted models for understanding identity (e.g., Bronfenbrenner's Ecological Systems Theory, Hays' ADDRESSING framework) have been developed by scholars in the West, with limited applicability for the unique aspects of identity development in other cultures. Additionally, these models are limited in their ability to account for complexities that have been brought about as a result of processes, including, but not limited to, globalization, urbanization, and affluence. This paper describes the different types of privileged and marginalized identities that operate in the Indian society and proposes a theoretical model for exploring identity development in India using a relational lens. Borrowing elements from existing models of identity formation and development, we highlight the commonalities as well as the unique aspects of identity in India that do not get completely captured by existing models. Therapists and trainees in the field of mental health could use the proposed model to explore the intersectionality of identities for themselves and their clients in therapy, and for their clients in their unique sociocultural and political contexts. Implications for education, training, and clinical practice are discussed.
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Eicher, J. B., i T. V. Erekosima. "Bronfenbrenner's Ecological Systems Model and the Use of Imported Madras Cloth Among the Kalabari". Family and Consumer Sciences Research Journal 25, nr 4 (1.06.1997): 412–31. http://dx.doi.org/10.1177/1077727x970254004.
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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, nr 4 (30.04.2021): 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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Atilola, Olayinka. "Child mental-health policy development in sub-Saharan Africa: broadening the perspectives using Bronfenbrenner's ecological model". Health Promotion International 32, nr 2 (8.08.2014): 380–91. http://dx.doi.org/10.1093/heapro/dau065.
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Idrus, Mohd Muzhafar, Fariza Puteh-Behak, Ramiaida Darmi, Noor Saazai Mat Saad, Suraini Mohd Ali, Norhana Abdullah, Habibah Ismail, Zarina Ashikin Zakaria i Noorhayati Hashim. "Voices of Indigenous Parents on Learning, Class, and Literacy Practices: Agency, Authority, and Empowerment". Al-Azkiyaa - Jurnal Antarabangsa Bahasa dan Pendidikan 1, nr 2 (11.12.2022): 51–67. http://dx.doi.org/10.33102/alazkiyaa.v1i2.26.
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Drawing on interviews with parents of indigenous communities, this article presents insights into indigenous parenting aspects related to inside-and-outside classroom learning, cross-cultural complexities, and literacy practices by taking perspectives of Malaysia’s indigenous parents as an example. Using Bronfenbrenner's ecological model on how individuals navigate complex interactions in a particular society, indigenous parents' authority and agency play important roles in navigating competing issues of indigenous learners' literacy, learning, and class. Implications on parenting practices, particularly on uplifting indigenous parents with sociocultural, learning, and literacy engagement within changing and challenging expectations of indigenous learners inside and outside their homes, are presented.
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Manning, Richard F. "Place-Consciousness and Bronfenbrenner's Ecological Systems Model: A Discussion of Recurring Issues that Undermine the Teaching of Indigenous Histories in New Zealand and Australian Schools". Australian Journal of Indigenous Education 46, nr 2 (13.03.2017): 148–59. http://dx.doi.org/10.1017/jie.2016.31.
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This article draws upon a ‘tale from the field’ (Van Maanen, 1988) to encourage New Zealand and Australian teachers of history and social studies to appraise how their own perceptions of place and teaching about Indigenous peoples’ histories impact upon their students’ learning. Moreover, it explains why Uri Bronfenbrenner's (1979) ecological systems model (despite its limitations) can assist the process of critiquing the teaching of Indigenous histories in schools on both sides of the Tasman Sea. It concludes that place conscious Indigenous land-based learning experiences, resulting from mutually beneficial collaborations with Indigenous communities, are needed to enhance the teaching of Indigenous peoples’ histories in both countries.
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Stewart, Amy. "How Cognitively Coached Teachers Design and Facilitate Self-Directed Learning in General Education Classrooms". International Journal of Curriculum Development and Learning Measurement 2, nr 1 (styczeń 2021): 55–72. http://dx.doi.org/10.4018/ijcdlm.2021010105.
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The purpose was to describe how cognitively coached teachers design and facilitate instruction for self-directed learning in general education classrooms. Vygotsky's social development theory and Bronfenbrenner's development ecological model of human development provided the theoretical frameworks for this study. The two sources of data that were utilized in this study were semi-structured individual interviews and a lesson plan artifactual document review. The results indicated that cognitively coached teachers design and facilitate instruction for self-directed learning through a description of the following five themes: 1) developing individualized learning with challenging expectations, 2) preparing meaningful and transferable content, 3) establishing an active learning environment, 4) engaging learners in authentic tasks, and 5) supporting student responsibility for learning.
Rozprawy doktorskie na temat "Bronfenbrenner's ecological model"
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Grabs, Teresa Victoria. "Developing Ecological Citizenship: The Role of Political Agents Using Bronfenbrenner's Bioecological Model". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5082.
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Despite decades of research on environmental behavior, it is unknown how various political actors aid in the development of ecological citizenship (EC). The purpose of this correlational study was to determine the relationship between environmental worldview (NEP) and willingness to take action (WTTA) among political actors within 5 states: Iowa, Kansas, Nebraska, South Dakota, and North Dakota. The overarching research question examined how EC can be increased within the 5-state region by identifying the similarities and differences in NEP and WTTA between state legislators, state partners, and nongovernmental organizations (NGOs). Bronfenbrenner's bioecological model provided the theoretical framework for the study. Out of 1,800 invited participants, 117 state legislators, 328 formal partnership directors, and 237 NGO administrators from the 5-state region participated in an online survey that measured their NEP, WTTA, and endorsement of EC principles. Nearly 20% of all respondents endorsed EC indicated by a high NEP and a high WTTA. Results of correlational analyses found a significant positive relationship between NEP and WTTA for each group. Further regression analysis found variation in group WTTA attributable to NEP varied from 32% for partnership directors and 36% for NGO administrators to 61% for state legislators. These findings indicated that EC can be affected by both private and public stakeholders. The implications for positive social change include demonstrating how state governments, in partnership with NGOs and other agencies, can increase EC within their states, and how improved partnerships can increase local opportunities to foster EC.
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Almendro, Martinique. "A systematic review : the effects of trauma on child mental health and well-being". University of the Western Cape, 2016. http://hdl.handle.net/11394/5492.
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Magister Artium (Child and Family Studies) - MA(CFS)Trauma exposure during childhood increases the risk of multitude complex post-trauma symptomology. Extensive research has been conducted on the effects of trauma exposure on adults, and the findings have been thereafter applied to children. This is problematic due to the developmental differences between adults and children. There is thus a need to understand the unique symptomology of children, who have been exposed to trauma, as understanding the effects of childhood trauma will certainly aid in the prevention and treatment of childhood trauma. This study incorporated a systematic review methodology to analyse the effects of exposure to childhood trauma on children’s mental health and wellbeing. Relevant literature from all the methodological paradigms that were published during the specified time period of this study (2000 – 2016) were considered for. Furthermore, the inclusion criteria also specified that only studies of which the participants were children were allowed to be included in the review; studies focusing on adults and their exposure were deliberately excluded. The initial search strategy yielded a total of 316 articles; after all duplicates had been removed and, the titles and abstracts of the remaining articles had been assessed, the number of relevant articles was reduced to 22. These 22 articles were thereafter assessed by means of a critical appraisal tool to evaluate whether they were suitable for inclusion. Several articles were excluded as the focus of the studies were on treatment modalities and the effects of child trauma in adulthood. This signifies a gap in the literature with regard to studies that investigate the effects of child trauma. Ultimately, only 13 of the 22 articles remained. These underwent full-text evaluation and data extraction. Results of this study provide insight into the effects of child trauma on child mental health and well-being. Based on thematic analysis, the results clearly show that children, who are traumatised, have a negative worldview. In addition, the symptoms they manifest are complex, which often lead to misdiagnosis. Moreover, these studies also explain the resilience processes involved when a child is exposed to trauma. In essence, this study provides parents, caregivers, researchers and mental health professionals with an all-inclusive understanding of the effects of childhood trauma based on a scientific body of literature.
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Karlsson, Sofie, Åhlström Erica Ljunglöf i Amandaklara Sagemar. "Möjliggörande till fysisk aktivitet i arbetsgivarens regi : En kvalitativ studie om hur arbetsgivaren främjar en fysiskt aktiv arbetsplats". Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-44729.
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Vi har valt att titta på den fysiska aktivitet som räknas till den friskvård som arbetsplatsen erbjuder. Det handlar om att hjälpa sina medarbetare till en god personlig hälsa, samtidigt som arbetsgivaren själv vinner på hälsosamma medarbetare. Studiens hälsopedagogiska idé innebar att belysa vad som möjliggör till fysisk aktivitet och hur arbetsplatsen kan bidra till personlig utveckling gällande den fysiska hälsan. Syftet med studien var att belysa hur medarbetare och arbetsgivare beskriver aspekter som påverkar möjligheten till att utföra fysisk aktivitet i arbetsgivarens regi. För att analysera och tolka studien har vi använt oss av en teori och ett perspektiv, Bronfenbrenners utvecklingsekologiska modell och ett salutogent perspektiv. Studien utgick från en kvalitativ ansats där enskilda intervjuer använts som datainsamlingsmetod. Urvalet bestod av åtta respondenter varav fyra var arbetsgivare och fyra var medarbetare. Studien kunde av resultatet konstatera att det är viktigt för arbetsgivaren att involvera medarbetarna i det utbud som erbjuds för att så många som möjligt ska nyttja friskvården på företaget. Det är även viktigt för arbetsgivaren att ta tillvara på den sociala tillhörigheten som uttalats vara en stor motiverande faktor och bibehålla denne som en positiv aspekt i medarbetarnas vardag.In this study, we have chosen to look at the physical activity that counts as the wellness that the workplace offers. It is about helping your employees to good personal health, at the same time as the employer itself benefits from healthy employees. The study's health pedagogical idea meant to shed light on what enables physical activity and how the workplace can contribute to personal development regarding physical health. The purpose of the study was to shed light on how employees and employers describe aspects that affect the possibility of performing physical activity under the auspices of the employer. To analyze and interpret the study, we have used a theory and a perspective, Bronfenbrenner's developmental ecological model and a salutogenic perspective. The study was based on a qualitative approach where individual interviews were used as a data collection method. The sample consisted of eight respondents, four of whom were employers and four were employees. The study was able to establish from the results that it is important for the employer to involve the employees in the range offered so that as many as possible will use the wellness at the company. It is also important for the employer to take advantage of the social affiliation that has been stated to be a major motivating factor and maintain it as a positive aspect in the employees' everyday lives.
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Frost, Aaron Desmond James, i n/a. "The Reciprocal Relationship Between Conduct Problems, Callous Unemotional Traits, and Parenting Behaviour". Griffith University. School of Psychology, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070109.094343.
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Callous and Unemotional (CU) traits are a relatively recent addition to the existing body of research examining the development of severe behavioural problems in children, and antisocial behaviour in adults. Children who are high in CU traits display shallow emotions, manipulate other children, lie easily, and demonstrate very little remorse or guilt. Additionally, they are more likely to engage in more severe forms of antisocial behaviour, more often, and from a younger age than their peers. Research has found that CU traits moderate the well-established relationship between parenting and conduct problems. That is, children who are high in CU traits seem to display levels of behaviour problems that are unrelated to the quality or type of parenting they receive. This has serious implications when one considers that the most effective psychosocial treatments available for behavioural disorders are based upon improving parenting, and would therefore require significant modification for children high in CU traits. In addition, the research exploring the moderating role of CU traits in the relationship between parenting and conduct problems has not taken a developmental perspective and considered different ages of children. Finally, existing research has not considered the reciprocal relationship that CU traits have upon parenting behaviour, or the direct relationship between parenting and CU traits. The present study has addressed these limitations by utilizing an accelerated longitudinal methodology. The present study recruited 449 grades one, three and five children from six public primary schools. Questionnaires assessing conduct problems, CU traits, and parenting styles were administered to their parents for completion. Additionally, teacher report was also sought on a number of key variables to ensure validity. One year later, all of these children and their families were re-approached to assess the extent to which each of these variables had changed over time. One year later 233 (51.89%) of the original sample completed the same measures allowing examination of the change in these variables over time. Given the relatively short time period, it was expected that one of the best predictors of any of the key variables at time 2, would be baseline scores measured at time 1. For this reason, hierarchical regression was used to control for temporal stability, as well as demographic factors. Additionally, the hypothesis that a different pattern of relationships would emerge for children of different ages was tested by examining the moderating effect of age upon all predictive relationships. This was done by entering the product of age and the predictor variable(s) as the final step of the regression analyses, and then conducting simple slopes analysis on all significant predictive interactions. Three distinct findings emerged from these analyses. Firstly, age moderates the effect of CU traits on the relationship between parenting styles and conduct problems. Behaviour problems in younger children are better predicted by parenting behaviours and by CU traits than in older children. Secondly, both CU traits and conduct problems were predictive of worsening parental behaviour. Once again, this was particularly evident in younger children. Finally, inconsistent parenting, and corporal punishment were found to be predictive of CU traits. These findings are discussed from a developmental perspective in the context of Bronfenbrenner's (1979) ecological model.
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Frost, Aaron Desmond James. "The Reciprocal Relationship Between Conduct Problems, Callous Unemotional Traits, and Parenting Behaviour". Thesis, Griffith University, 2006. http://hdl.handle.net/10072/365583.
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Callous and Unemotional (CU) traits are a relatively recent addition to the existing body of research examining the development of severe behavioural problems in children, and antisocial behaviour in adults. Children who are high in CU traits display shallow emotions, manipulate other children, lie easily, and demonstrate very little remorse or guilt. Additionally, they are more likely to engage in more severe forms of antisocial behaviour, more often, and from a younger age than their peers. Research has found that CU traits moderate the well-established relationship between parenting and conduct problems. That is, children who are high in CU traits seem to display levels of behaviour problems that are unrelated to the quality or type of parenting they receive. This has serious implications when one considers that the most effective psychosocial treatments available for behavioural disorders are based upon improving parenting, and would therefore require significant modification for children high in CU traits. In addition, the research exploring the moderating role of CU traits in the relationship between parenting and conduct problems has not taken a developmental perspective and considered different ages of children. Finally, existing research has not considered the reciprocal relationship that CU traits have upon parenting behaviour, or the direct relationship between parenting and CU traits. The present study has addressed these limitations by utilizing an accelerated longitudinal methodology. The present study recruited 449 grades one, three and five children from six public primary schools. Questionnaires assessing conduct problems, CU traits, and parenting styles were administered to their parents for completion. Additionally, teacher report was also sought on a number of key variables to ensure validity. One year later, all of these children and their families were re-approached to assess the extent to which each of these variables had changed over time. One year later 233 (51.89%) of the original sample completed the same measures allowing examination of the change in these variables over time. Given the relatively short time period, it was expected that one of the best predictors of any of the key variables at time 2, would be baseline scores measured at time 1. For this reason, hierarchical regression was used to control for temporal stability, as well as demographic factors. Additionally, the hypothesis that a different pattern of relationships would emerge for children of different ages was tested by examining the moderating effect of age upon all predictive relationships. This was done by entering the product of age and the predictor variable(s) as the final step of the regression analyses, and then conducting simple slopes analysis on all significant predictive interactions. Three distinct findings emerged from these analyses. Firstly, age moderates the effect of CU traits on the relationship between parenting styles and conduct problems. Behaviour problems in younger children are better predicted by parenting behaviours and by CU traits than in older children. Secondly, both CU traits and conduct problems were predictive of worsening parental behaviour. Once again, this was particularly evident in younger children. Finally, inconsistent parenting, and corporal punishment were found to be predictive of CU traits. These findings are discussed from a developmental perspective in the context of Bronfenbrenner's (1979) ecological model.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Psychology
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Myrvold, Hanna. "Förskolan - en plats för fysisk aktivitet : En kvalitativ studie om hur verksamma förskollärare på landsbygden arbetar med fysisk aktivitet". Thesis, Karlstads universitet, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-85273.
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Övervikt och fetma är ett växande problem i samhället. Med hjälp av fysiskaktivitet kan man arbeta för att förhindra detta. Förskolan är en viktig del iarbetet, eftersom en stor del av alla barn mellan 1-5 år är inskrivna i förskolanoch spenderar mycket av sin vakna tid där. Forskning visar att det råder delademeningar om hur upplevelsen av att bo och växa upp på landsbygden ser ut.Syftet med den här studien är att utifrån ett utvecklingsekologiskt perspektivstudera hur verksamma förskollärare på landsbygden beskriver hur arbetet medfysisk aktivitet formas. Kvalitativa intervjuer med förskollärare verksamma pålandsbygden har genomförts för att försöka svara på syftet och frågeställningen. Resultatet i studien presenterar utifrån de olika nivåerna i den utvecklingsekologiska modellen informanternas svar. Dessa visar att för att kunnaskapa förståelse för hur olika instanser i samhället samverkar för barnet sombefinner sig i mitten av modellen. Slutsatsen av studien visar att utifrån Bronfenbrenners modell formas platsen, barnens närmiljö, genom olika nivåer isamhället. De nivåer som presenterats i studien visar på hur viktig interaktionen mellan dessa är för att förstå och kunna skapa förutsättningar för barn iförskolan att utvecklas inom fysisk aktivitet.Overweight and obesity are a growing problem in society. With the help ofphysical activity, one can work to prevent this. Preschool is an important partof the work, as a large proportion of all children between 1-5 years old areenrolled in preschool and spend much of their waking time there. Researchshows that there are divided opinions about what the experience of living andgrowing up in rural areas looks like. The purpose of this study is to studyfrom a developmental ecological perspective how active preschool teachersin rural areas describe how work with physical activity is formed. Qualitativeinterviews with preschool teachers working in rural areas have been conducted to try to answer the purpose and the question. The results of the studypresent the respondents' responses based on the different levels of the developmental ecological model. These show that in order to create an understanding of how different instances in society interact for the child who is in themiddle of the model. The conclusion of this study shows that based on Bronfenbrenner's model the place, the children's local environment, is formedthrough different levels of society. The different levels presented in this studyshows how important the interaction between these are. By understandingand being able to create the conditions for children in preschool to develop inphysical activity.
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Zad, Amanda. "Young girls and eating disorders: A study about how school staff perceive and prevent eating disorders among young girls". Thesis, Malmö högskola, Fakulteten för hälsa och samhälle (HS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-24390.
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Det huvudsakliga syftet i denna studie var att ta reda på skolpersonals uppfattning om varför ätstörningar uppstår bland unga flickor samt vilka metoder de använder sig av i förebyggande syfte för att motverka ett ätstörningsutvecklande. Empirin bygger på kvalitativa semistrukturerade intervjuer bestående av två skolkuratorer, två skolsköterskor samt en skolpsykolog i en mellanstor svensk stad. Fyra huvudteman identifierades i intervjuerna vilka var: Olika typer av yttre påverkan, Tonåringar har störst tendens att utveckla ätstörningar, Preventiva metoder samt Skolpersonal saknar hållbara metoder. Analysen av de teman som framkom i studien kan ge en förståelse för hur skolpersonal preventivt arbetar med unga flickor och ätstörningsproblematik samt vilka faktorer som uppfattas vara bidragande till ett ätstörningsutvecklande. Sammanfattningsvis visar studien att skolpersonal i stort uppfattar att faktorer såsom självkänsla, krav och stress, koncentrationssvårigheter samt media och skönhetsideal kan bidra till ett ätstörningsutvecklande. Vidare visar studien att skolpersonal gör försök att arbeta preventivt med ätstörningsproblematik genom att reagera på förändrat beteende och samtala med vårdnadshavare och elev men även genom att arbeta med självkänslan hos flickorna. Det framkommer dock inga gemensamma hållbara metoder i skolpersonalens arbetssätt med unga flickor som tenderar att utveckla en ätstörning där flertalet informanter tycks vara i behov av detta.The main purpose of this study was to find out the view of the school staff on why eating disorders arise among young girls and which methods the school staff use for prevention. The empirical data is based on qualitative semi-structured interviews with two school counselors, two school nurses and a school psychologist in a medium-sized Swedish town. Four main themes were identified in the interviews which were: Different kinds of external influences, Adolescents have the greatest tendency to develop eating disorders, Prevention methods and School staff lack sustainable methods. The analysis of the themes that emerged from the study can provide an understanding of how school staff preventively work with young girls and eating disorder problems and the factors that are perceived to be contributing to a developing eating disorder. In summary, the study showed that school staff, at large, perceive that factors such as self-esteem, demands and stress, concentration difficulties, as well as the media and beauty ideals can contribute to a developing eating disorder. Furthermore, the study showed that school staff do try to work preventively with the eating disorder problems by reacting to changes in behavior and talking with both parents and students, but also by working with the self-esteem amongst girls. No common sustainable methods were found in the school staff’s work with young girls that tend to develop an eating disorder in which the majority of respondents appear to be in need of this.
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Håkansson, Isabell. "Elevers attityder gentemot matematik på två grundskolor med olika socioekonomiska förutsättningar". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28794.
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Matematik är ett debatterat ämne som diskuteras i såväl skolans och medias värld. Få andra skolämnen skapar så mycket känslor som detta ämne (Olèn, 2016). Detta arbete syftar till att undersöka attityder till matematik hos unga elever samt dess bakomliggande faktorer i den sociala närmiljön. Vidare ämnar även studien att undersöka om det förekommer skillnader i attityder på två grundskolor i Malmö med olika socioekonomiska förutsättningar. För att undersöka detta har en enkät blivit besvarad av elever i en klass från varje skola. Tidigare nationell och internationell forskning visar på elevers negativa attityder gentemot matematik. Trots det visar resultatet i denna studie att en majoritet av eleverna uttrycker positiva attityder oavsett socioekonomiska förutsättningar. Framträdande skillnader mellan skolorna är användandet av matematik utanför skolmiljön. Tendenser påvisar att vårdnadshavare med högre utbildning har en prevalens av att vara mindre involverade i elevers matematik-utveckling i hemmet, enligt elevernas uppfattning. Samma elever uttrycker i högre utsträckning att de sällan får hjälp i eller samtalar om matematik i hemmet. Däremot visar resultatet att de elever som uppgett att deras vårdnadshavare saknar utbildning på högskola eller universitet erbjuds mer stöttning genom hjälp och samtal om matematik i hemmet. Studiens resultat belyser att läroboken, av eleverna, anses utgöra en central roll i matematikundervisningen på båda skolorna. Övriga likheter uppvisas genom att samtliga respondenter anser att ämnet är viktigt och en majoritet uppger även att de vill fortsätta att arbeta i läroboken i matematikundervisningen. Det framgår av resultatet att en merpart av eleverna upplever att undervisningen utgörs av kommunikation i form av diskussion och samtal i tillägg till lärobokens centrala roll. Flera svar tyder också på att mottagarna av undervisningen uppfattar lektionerna som varierade. Studien visar vidare att lärare eller vårdnadshavare är de som, ur elevernas perspektiv, har störst inverkan på attityden till matematik.Mathematics is a topic which is up for debate and discussion in school as well as the media. Few other educational subjects induces emotions in the same manner as mathematics. The purpose of this paper is to examine the attitude towards mathematics in young students and the underlying influences by the immediate social environment. Further, the papers intends to examine if there are differences in attitudes towards mathematics in two different elementary schools in Malmö, Sweden, with different socio-economic conditions. In order to examine the topic, a questionnaire has been conducted with one class from each school. Pre-existing national as well as international research indicates a negative attitude towards mathematics in students. In contrary to this, the results of this study concludes a majority of the students expresses positive attitudes on the subject regardless of socio-economic basis. Augmented differences between the two schools are found to be in the use of mathematics outside of the educational environment. There are tendencies at display which indicates parental guardians with higher education are prevalent to be less involved in the students development in mathematics at home, according to the students perception. To a higher extent, the same students expresses that they receive less assistance or discussion regarding mathematics at home. On the contrary, the result indicates that students who stated their parental guardians lack higher level education such as a university degree receives more support through assistance and discussion regarding mathematics at home. The result illustrates that the textbook is, by the students, perceived as a central role of the mathematical education on both schools. Other similarities are at display through the fact that all respondents are of the opinion that mathematics is an important subject and a majority of them reports that they would like to continue working in the text book during mathematics education. It also apparent from the result that a majority of the students experience that the learning is conducted through communication in the form of discussion and conversation in addition to the central role of textbooks. Several answers also indicates that the recipients of the education acknowledges the classes or lessons as varied. Further, the study demonstrates that teachers or parental guardians are the ones, out of the students perspective, who implicates the students attitude towards mathematics the most.
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Norenbom, Therése. "Vårdnadshavarnas erfarenheter kring stödet till sitt barn med intellektuell funktionsnedsättning. : En intervjustudie". Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-42981.
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The purpose of this study is to deepen the knowledge of guardians experiences of coordination between the various support measures for their children with intellectual disabilities in special schools. My research questions are to find out how the guardians describe the contact with LSS administrators, child and youth habilitation personnel and specialist teachers in schools for children with special needs as well as the experiences of the guardians based on their contacts with LSS administrators, child and youth habilitation personnel and specialist teachers in special schools. To find this out, a qualitative study is conducted in the form of interviews with guardians of children with intellectual disability. Informants in the study were nine guardians from three different municipalities. The results have been analyzed using Bronfenbrenners developing ecological model. The results show amongst other things that the guardians want more coordinated meetings to facilitate everyday life for the family. Another result was that the contact between the different instancesvary greatly both in quantity and quality and it is up to the guardians if contact occurs. It commonly emerged that the guardians experiences are that there is a good competence in general within different personnel groups. Another finding was that there are shortcomings regarding documentation and monitoring. Finally, it also emerged that it differs regarding how agencies act in preparing guardians for the future in different instances. One conclusion is that variation seems to be bound to whom the guardians have as an administrator and it becomes clear that the role of the special education teacher as a qualified conversation partner is important both in special schools but also in meeting with other professionals. It cannot be stressed enough how important the role is as a special education teacher and coordinator to simplify everyday life for parents or guardians. In addition, monitoring and evaluations fill an important function in professional practice as necessary for improving mutual understanding between home and special schools.Syftet med denna studie är att fördjupa kunskapen om vårdnadshavares erfarenheter av samordning mellan olika stödinsatser för deras barn med intellektuell funktionsnedsättning i grundsärskolan. Mina forskningsfrågor utifrån syftet är att dels att ta reda på hur vårdnadshavarna beskriver kontakten med LSS-handläggare, barn-och ungdomshabiliteringens personal samt speciallärare i grundsärskolan, dels att ta reda på vilka erfarenheter av stöd vårdnadshavare har utifrån sina kontakter med LSS-handläggare, barn- och ungdomshabiliteringens personal samt speciallärare i särskolan. För att ta reda på detta har en kvalitativ undersökning genomförts i form av intervjuer med vårdnadshavare till barn med intellektuell funktionsnedsättning. Antalet informanter i intervjun var nio stycken personer från tre olika kommuner. Resultatet har analyserats med hjälp av Bronfenbrenners utvecklingsekologiska modell. Resultatet visar bland annat att vårdnadshavare önskar mer samordnade möten för att underlätta vardagen för familjen. Ett annat resultat var att kontakten mellan olika instanser varierar mycket i både antal och kvalitetoch det är upp till vårdnadshavarna om kontakten sker. Gemensamt framkom det att vårdnadshavarnas upplevelser är att det finns en god kompetens över lag hos olika personalgrupper. Ytterligare ett resultat var att det finns brister gällande dokumentation och uppföljning. Till sist framkom det också att det är ojämnt hur myndigheteragerar föratt förbereda vårdnadshavare inför framtiden inom de olika instanserna. En slutsats är att det verkar vara mycket bundet till vem vårdnadshavarna har som handläggare om stödet fungerar och det blir tydligt att speciallärarens roll som kvalificerad samtalspartner är viktig både i grundsärskolan men även i mötet med andra yrkesgrupper. Det kan inte nog betonas hur viktig rollen är som speciallärare samt samordnare för att förenkla vardagen för vårdnadshavarna. Dessutom fyller uppföljningar och utvärderingar en viktig funktion i yrkespraktiken då detta krävs för att öka samförståndet mellan hemmet och grundsärskolan.
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Doyle, Kerrie. "Psychological distress and community exclusion in Indigenous communities: a convergent parallel (mixed methods) study". Phd thesis, 2017. http://hdl.handle.net/1885/144180.
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Indigenous people make up approximately 3% of the Australian
population, but carry a heavy burden of mental ill-health. Almost
75% of Indigenous people have moderate to severe scores on the
Kessler 10 measure of psychological distress. Robust research
recognises racism as a risk factor for depression and social
exclusion. However, there are significant within-community
factors that add to the level of psychological distress. Using
Bronfenbrenner’s ecological social capital model, Tajfel’s
social identity theory and a created model of indigenist research
(the Yerin Dilly Bag model) a 52-item questionnaire was created
for a mixed method, parallel convergent study to answer the
research questions: 1) What are the risks and protective factors
that contribute to psychological distress in Indigenous
populations?; 2) What is the self-perceived level of community
inclusion / exclusion of Indigenous Australians?; 3) Is being
manifestly Indigenous a protective factor for the psychological
distress of Indigenous Australians?; and 4) What interactions of
Indigenous participants with their communities add to the
prediction of psychological distress?
Using a purposive snowball sampling technique, 172 participants
from 3 Indigenous communities completed either a hard or
electronic questionnaire that assessed the perceived level of
their community inclusion, their skin colour scores, their level
of psychological distress and using a modified Measure of
Indigenous Racism Experiences (Paradies, 2006), their experience
of lateral violence, or community exclusion. Of these
participants, 32 were interviewed using eco-map genograms to
prompt narrative style questions about their life experiences,
ending in 45.5 hours of recorded interviews.
Quantitative data was scored using SPSS V23, with descriptive and
interpretive results obtained. Qualitative findings were coded
using thematic analysis. Both data sets were then triangulated
looking for silence, dissonance, and agreements, using
Bronfenbrenner’s four systems of ecological social capital
model.
Results demonstrated that the most reliable predictor of
psychological distress in Indigenous people was community
exclusion. The risk factors for community exclusion are living
off country, having a different skin colour to the majority of
the community (either darker or fairer), and not being involved
with the Indigenous people in one’s family.
Interventions to improve mental well-being are best placed in the
mesosystem of Bronfenbrenner’s model, and might include
increasing access to family support services, and alternative
ways of being formally recognised as ‘Indigenous’. The Yerin
Dilly Bag model is a useful method for working in Indigenous
communities as it keeps the focus of the research on the best
outcomes for Indigenous communities, where the focus should
always be.
Policy makers need to consider vehicles of community and social
inclusion to decrease psychological distress and its concomitent
risk of depression in Indigenous people and communities.
Indigenous communities are often violent places, and all
interventions need to have community inclusion as a core
component. Unless this root cause of psychological distress is
addressed, Indigenous Australians will continue to live with a
high risk of inter and intra generational depression.
Książki na temat "Bronfenbrenner's ecological model"
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Edwards, Jane, i Jason Noone. Developmental Music Therapy. Redaktor Jane Edwards. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199639755.013.40.
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Developmental music therapy (DMT) is a model that underpins music therapy practice with multiple client groups. The resonances of DMT can be found whenever music therapists use any or all of their understanding of developmental stages, family context, and social and cultural frameworks to consider needs and interactions within individual or group music therapy. Music therapy training courses teach developmental theories, and therefore most practising music therapists use these theoretical perspectives in their interactions with clients. Thus chapter will show how developmental music therapy refers to three major theoretical orientations: (1) Theories of stress, coping, and adaption; (2) Human life span development, including stage models of development, and musical milestones of development; and (3) Ecological perspectives such as Bronfenbrenner’s bioecological model of development (Bronfenbrenner 1979). Boxill consistently termed her approach developmental music therapy (Boxill 1989). Therefore, this chapter provides an overview of Boxill’s writings and theoretical positioning within DMT.
Części książek na temat "Bronfenbrenner's ecological model"
1
Jones, Tiffany. "Why Be Euphorically Queer? An Ecological Model of Euphorias’ Influences & Impacts". W Euphorias in Gender, Sex and Sexuality Variations, 15–34. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-23756-0_2.
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AbstractExpanding on psychological and individualist frames emphasising transgender and gender diverse (TGD) experiences; this chapter supplies a new ecological model of potential influences on the development of euphorias to assist in service applications, everyday lives, and lesbian, gay, bisexual, transgender, intersex, and queer (LGBTIQ+) research. The model adds culturally embedded psycho-social accounts of affect and development from Bronfenbrenner, Erikson, Ahmed, and Butler. It shows euphorias as potentially influenced by what is privileged in individuals’ developmental stages and systems of social and institutional engagements, policy contexts, and cultural norms over time. The chapter argues for being euphorically queer—using erasure, overplay, and transference of happiness onto non-traditional identities and bodies, towards energising responsiveness to LGBTIQ+ and other othered groups’ needs, and against conforming contentedness which stagnates activisms.
2
"ECOLOGICAL TRANSITION: USING BRONFENBRENNER'S MODEL TO STUDY SEXUAL IDENTITY CHANGE". W Lesbian Health, 40–48. Taylor & Francis, 2013. http://dx.doi.org/10.4324/9780203715253-8.
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Rozsahegyi, Tunde. "Bronfenbrenner's ‘bio-ecological’ model and its application to understanding children's development". W Contemporary Issues in Childhood, 3–14. Routledge, 2017. http://dx.doi.org/10.4324/9781315513850-2.
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Sudbery, John, i Andrew Whittaker. "Bronfenbrenner’s ecological model". W Human Growth and Development, 287–90. Routledge, 2018. http://dx.doi.org/10.4324/9780203730386-13.
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Shumba, Jenny, Symphorosa Rembe, Toyin Adewumi, Henry Chinhara, Sibangani Shumba i Cosmas Maphosa. "Maintaining Safety Nets and Peace for Children and Youth at Risk". W Cultivating a Culture of Nonviolence in Early Childhood Development Centers and Schools, 82–100. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7476-7.ch005.
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A safe school environment is conducive for learning at all levels of education. However, schools sometimes enroll children who are generally at risk due to various factors. The chapter discussed how schools and early childhood centers (ECD) can maintain safety and peace for children and youths in their care. By virtue of their age, young children are a population at risk as they depend on adults for their sustenance. A safe environment for children entails physical safety, mental health, social security, and nutrition. The chapter focused on safety nets, strategies/models of maintaining safety, peace projects for children and youths, description of children at risk, stakeholders in maintaining safety, risk factors affecting children and youths. It presents Bronfenbrenner's ecological systems theory that informs the role of systems surrounding the child in maintaining safety nets and peace. The chapter proffers a model that can be adopted to maintain safety nets and peace.
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Saint-Phard, Renaude Etienne, i Gustavo Gregorutti. "International Undergraduate Students Coping With Challenges at a Private Faith-Based University". W International Student Mobility and Opportunities for Growth in the Global Marketplace, 160–73. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3451-8.ch011.
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Current research shows that international students confront multifaceted challenges in their host country. However, most of the studies conducted do not give a voice nor do they explore these students' coping strategies. This qualitative study aimed to explore the cultural, linguistic, curricular, and financial experiences of 10 international undergraduate students and their coping strategies at a Midwest university. The Bronfenbrenner's bio-ecological model of human development and the Australian resilience international student education (RISE) theories guided this study to facilitate an interpretative and naturalistic approach and understandings of the coping phenomenon. The findings implied that the overwhelming majority of the participants confronted various challenges and coped with them because of their resilience through their faith in God, motivation, determination, and community support. This study may help to increase student retention improving services to international students. It provides the bases to policies development to advance better insertion of international students.
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Dubow, Eric F., Lynne C. Goodman, Paul Boxer, Erika Y. Niwa, L. Rowell Huesmann, Simha F. Landau, Shira Dvir Gvirsman, Khalil Shikaki i Cathy Smith. "Effects of Political Violence Exposure on the Family and Parenting Environment". W Handbook of Political Violence and Children, 161–88. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190874551.003.0006.
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Political violence and armed conflict are a worldwide problem that exposes families to extreme acts of violence, disrupts community and family economic conditions, compromises family functioning and parenting behaviors, and has deleterious effects on children’s development. In this chapter, we describe two overarching, complementary theoretical frameworks that can explain how exposure to political violence affects family functioning: Bronfenbrenner’s model of hierarchically nested ecological ecosystems and a related model within developmental psychology, the family stress model. Using data from our Palestinian-Israeli exposure to violence study, a prospective study of 1,501 Palestinian and Israeli families, we examine a mediational model showing that the family’s exposure to ethnic-political violence predicts negative family functioning (parental depressive symptoms and marital aggression), which in turn predicts subsequent harsh physical punishment toward one’s children.
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Vermeulen, Karla. "Meet Generation Disaster". W Generation Disaster, 13–42. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190061630.003.0002.
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The “Meet Generation Disaster” chapter describes the basic principles of cohort effects and generational labels and explains how Bronfenbrenner’s ecological systems model of interacting systems of developmental influence inform the book. To provide historical context, the chapter describes the society the oldest members of Generation Disaster were born into in 1989 and how subsequent societal forces—primarily but not exclusively the attacks of 9/11, the 2008 recession, and the growing influence of media—have rapidly changed U.S. culture throughout the cohort’s lives, forcing them to constantly adapt to an unstable and stressful environment throughout childhood and adolescence and as they’ve become emerging adults.
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Ntshuntshe, Zoleka. "School Teachers as Non-Violent Role Models". W Cultivating a Culture of Nonviolence in Early Childhood Development Centers and Schools, 217–32. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7476-7.ch012.
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For a long time in South Africa, schools have relied heavily on corporal punishment as a means to bring law and order in the classroom. This culture of using violence has bred angry and militant children who are not afraid to stand tall and defiant of the teachers meting out this punishment. This chapter will challenge teachers to view the traditional way of using violence to restrain children against viewing new ways in which they can become role models where distressed learners can receive care and support. It will also show the benefits of a caring teacher as it adds to emotional wellbeing and social wellbeing of children which are important in the total outcomes of all children. This chapter will provide teachers with useful knowledge encouraging positive role modelling which fosters positive imitation by children. It is evident that environmental factors and interpersonal relationships will play a big role in achieving this goal; therefore, Bronfenbrenner's ecological systems theory will play a pivotal role in defining the role of the teacher.
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Woodhouse, Barbara Bennett. "Tools for Studying Childhood". W The Ecology of Childhood, 14–38. NYU Press, 2020. http://dx.doi.org/10.18574/nyu/9780814794845.003.0002.
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Chapter two discusses the models, methods and value metrics used in this book. It presents the ecological model developed by sociologist Urie Bronfenbrenner, which places the child at the center of overlapping and intersecting microsystems (e.g., family, school, peer group) where children’s daily lives unfold. Encircling these microsystems are layers of exosystems (e.g., healthcare, justice systems and labor markets) where children may rarely go but that powerfully affect them. Surrounding and permeating the entire ecological diagram are macrosystemic forces, defined as the dominant ideas, values, prejudices, and powers of the surrounding society. The primary methods or frameworks for analysis deployed in the book are comparative legal method, sociology, ethnography and an environmentalist perspective, incorporating ideas like sustainability and the precautionary principle of avoiding harm. However, evaluating outcomes requires identifying a value system. Drawing on the work of Erik Erikson, the book proposes ecogenerism, a value system that treats the meeting of children’s essential needs and the welfare of succeeding generations as the paramount goals of society. The chapter closes with a description of how and why the two villages, Scanno, Italy and Cedar Key, Florida, were chosen to serve as petri dishes for comparative ethnographic study.
Streszczenia konferencji na temat "Bronfenbrenner's ecological model"
1
Gradinariu, Tudorita. "An Ecosystemic Approach to Preventing Bullying in School. Risk Factors Associated with School". W World Lumen Congress 2021, May 26-30, 2021, Iasi, Romania. LUMEN Publishing House, 2022. http://dx.doi.org/10.18662/wlc2021/27.
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Previous research has shown that teachers play an important role in preventing bullying in school. Nowadays, there is a growing interest in understanding the risk factors associated with school such as the teachers’ perception of the severity of bullying and their response to bullies and victims. This paper presents risk factors associated with bullying and teachers’ perceptions within Bronfenbrenner’s (1977) classic ecological theory.According to this paradigm, changes are required in the environments with which children interact as they develop (family, school, community and society). By exposing the factors that trigger and maintain bullying, we aim to highlight the importance of Bronfenbrenner's ecological systems model in designing bullying prevention strategies. We will focus on the risk factors associated with school, chief among which is the, teachers' perceptions of bullying in school. Not only does this view contribute to optimizing the understanding of the importance of ecosystem theory for effectiveness prevention, but it also suggests that both research and prevention should focus on individual risk factors that influence teachers' reactivity to bullying behaviors.
2
Marci-Boehncke, Gudrun, Matthias O. Rath, Thomas Goll i Michael Steinbrecher. "HOW TO BECOME POLITICAL? BASIC CONCEPTS FOR EXPLORING EARLY CHILDHOOD UNDERSTANDING OF POLITICS". W International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end038.
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"In the interdisciplinary project PoJoMeC, we investigate children's understanding of politics at preschool and primary school age. The interdisciplinary research approach is based on the perspectives of political didactics, literature and media didactics, and journalism. Initially, we will use qualitative approaches to find out how children's political awareness is shown. Our research methods focus on the one hand on the children's explicit knowledge, but on the other hand already on concepts of rule-governed action. The different degrees of abstraction of these concepts are based on a modification of the ecological model of human development according to Uri Bronfenbrenner (1979). The paper reconstructs the argumentative process of developing an acceptable interdisciplinary concept of politics for our joint research. Considering political didactics, literature and media studies, and philosophy, a research framework is presented that does not start with terms and concepts but considers more fundamental forms of social perception."
3
Laramie, Olivia, Alexander Colby, Hailey Pensky, Samantha Doonan i Julie Johnson. "Responsible Vendor Training as a Macro-Level Prevention Tool– A Case Study of the Massachusetts Cannabis Industry". W 2022 Annual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2022. http://dx.doi.org/10.26828/cannabis.2022.02.000.19.
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As of March 2022, adult-use cannabis is legal in 18 states and medical-use is legal for certain patients in 37 states. Unlike the illicit market(s), legal market(s) present new opportunities to embed public health strategies in varying levels of policy and regulation, such as Public Awareness Campaigns or Responsible Vendor Training (RVT). Using the Social Ecological Model (SEM) as a guiding framework, we conceptualize state-implemented public health strategies as operating at the macro-level through public policy or regulations, and interacting within and across varying social environments to impact individual behaviors. Macro-level prevention and intervention tools that aim to reduce and prevent adverse cannabis outcomes, such as developing cannabis use disorder and cannabis impaired driving, are imperative to more safely implement cannabis legalization. RVT programs are an under-studied, yet critical macro- level intervention, in many new cannabis industries that sell varying cannabis products with both known and unknown effects on the human body. RVT programs, operated by varying education providers and curriculums, are trainings provided to cannabis industry employees (“agents”) involved in the handling and sale of cannabis. Training may include, but is not limited to, learning the law and regulations, identifying fake identification cards (IDs), health effects of cannabis, and other public health and safety practices. At the implementation level, RVT training may affect individual change by shaping industry employees’ perceptions of their role in order to better support public health, clarifying the latest research on health effects, and roleplaying judgement-free strategies to provide public health education. Currently, 31 states have RVT programs, however, Massachusetts is currently the only state with both legalized adult-use and medical markets that mandates an RVT program by regulation [935 CMR 500 and 935 CMR 501]. As of February 2022, Massachusetts certified 22 RVT program vendors and trained 10,142 out of 23,772 (42.7%) agents in the medical and adult-use workforce. RVT programs have the potential to counteract potential unsafe cannabis use behaviors following cannabis legalization implementation. However, the effectiveness of RVT programs is largely unknown. Guided by the SEM, this presentation will take a holistic view of the overlapping social environments surrounding an individual, to assess the potential of RVT programs operating at the macro-level to interact across social levels, including meso- and individual-levels, in order to prevent adverse outcomes (Bronfenbrenner, 1977). This presentation provides a theoretical model and potential quantifiable metrics of study for researchers to better assess RVT program effectiveness. To reduce potential health and safety risks of cannabis legalization, policymakers and regulators can embed varying public health strategies in legal cannabis markets, including RVT programs. It is imperative that research assist policymakers and regulators to assess the effectiveness of current RVT programs to ensure RVT program(s) have the intended public health outcomes, in order to facilitate evidence-based cannabis policy in these new and emerging cannabis markets.