Samopoczucie ucznia w szkole decyduje o jego sukcesie edukacyjnym oraz funkcjonowaniu w grupie rówieśników w przestrzeni szkoły. Celem niniejszego artykułu stało się wskazanie na możliwość ...wykorzystania koncepcji dobrobytu Erika Allardta dla określenia wymiarów samopoczucia ucznia w szkole przy uwzględnieniu kontekstów środowiskowych. Wyodrębniono wskaźniki samopoczucia ucznia, umocowane w systemie ekologicznym Bronfenbrennera, które pozwolą na określenie interesującego badawczo przedmiotu. Nie można pominąć osobistej oceny sytuacji szkolnej w kontekście indywidualnych preferencji, skoro samopoczucie rzutuje na realizację wyzwań związanych z różnorodnymi zadaniami edukacyjnymi. Właściwe rozpoznanie trudności pozwala na wkroczenie z działaniem interwencyjnym w te miejsca, które wymagają naprawy. Zaproponowane wskaźniki samopoczucia mogą służyć jako itemy zastosowane w badaniach kwestionariuszowych. Pozwalają na wielopłaszczyznowy ogląd uwarunkowań, wpływających na odczucie dobrostanu ucznia. Właściwe rozpoznanie problemu daje szansę podjęcia działań korekcyjnych.
We propose an adaptation of Urie Bronfenbrenner’s bioecological theory,
neo-ecological theory
. As bioecological theory was developed in the 20
th
century, it requires significant modifications to ...reflect some of the most ubiquitous contexts in which adolescents learn, play, and grow—the technological and virtual ones. Although several scholars have developed laudable theories related to youth development in virtual contexts, the field lacks an overarching theory to address the intersection of development and technology. In developing neo-ecological theory, we hold true to the tenets of bioecological theory, but suggest key modifications to reflect our technologized world. We delineate a key alteration to the microsystem, namely the existence of two types of microsystems—physical and virtual. In addition, we emphasize the importance of macrosystemic influences (i.e., the influences of culture and within-society subcultural variation) in understanding development in the digital age. The implications of these modifications cascade across the Process-Person-Context-Time (PPCT) model; proximal processes, person characteristics, context, and time are all reexamined. In the digital age, virtual microsystems are central contexts in which youth engage in proximal processes. As such, we believe that all scholars of development, regardless of their specific research interests, should consider the ways digital contexts influence their outcomes of interest. Without it, practitioners, policy makers, parents, and technologists will be in the dark about how best to support adolescents.
Undertaking a PhD is a challenging endeavour. Pursuing a doctoral education in a 'foreign' context tends to increase the demands of this intellectual venture. The nature of research-based PhD ...programmes, often characterised by a lack of formal curricula where academic supervision lasts several years, may add another layer of complexity. Drawing upon an extended version of Urie Bronfenbrenner's bio-ecological theory of human development, this paper attempts to offer a greater understanding of both academic and non-academic concerns confronting international PhD students with a view to highlighting their implications for institutional policy and practice. Underpinned by a visual metaphor approach, our research findings advocate embedding the use of 'a third space' as a creative pathway and strategy for maximising students' chances of achieving a successful PhD academic acculturation journey.
The seven articles in this special issue represent a wide range of international comparative and review studies by international research teams from China, Germany, India, Russia, Switzerland and ...Mexico. The presented projects are part of the national program "Research on the Internationalisation of Vocational Education and Training", funded by the German Federal Ministry of Education and Research (BMBF). An adapted version of Urie Bronfenbrenner's ecological systems theory forms the conceptual framework of the special issue. The four system levels (micro, meso, exo and macro) are addressed by one article each. The article on the microsystem level focuses on the intended and implemented curricula in a cross-country comparison of China and Russia. The article on the mesosystem level aims at the development of a quality management model for vocational education and training (VET) institutions in India. At the exolevel, the regional structures of the education and employment systems in Mexico, particularly the cooperation between schools and companies in the hotel industry, are investigated. At the macrosystem level, the social representation of non-academic labour in Mexico is examined in terms of cultural artefacts. Furthermore, three overarching review studies systematise relevant research developments and approaches. The topics of the three review studies are European VET policy, transfer of VET and VET research. The scope ranges from the development of a comparative research tool to a summary analysis of over 5,000 individual publications. Given the broad scope and heterogeneity of the findings, a summative conclusion would hardly be appropriate. Nevertheless, with regard to the model of the 'triadic conception of purposes in comparative VET research' that represents a heuristic for describing the purposes of international VET research, we conclude with an emphasis on a need of more criticality. In this context, one finding can be pointed out as an example: One review study found that most studies (here, with reference to VET transfer) refer to the recipient country without a comparative perspective. Thus, there is a clear demand for more comparative research following a critical-reflective approach.
Urie Bronfenbrenner is almost certainly best known for his theoretical writings about the ecology of human development. His interest in theory was not, however, separate from his practical concerns, ...particularly those related to early education and care of children and the families and teachers who interact with them. From the role that he played in the development of Head Start in the United States to his final publications, we show that his theory, as it developed over the course of three phases, was both influenced by and an influencer of his practical concerns.
Urie Bronfenbrenner (1992) helped developmental psychologists comprehend and define "context" as a rich, thick multidimensional construct. His ecological systems theory consists of five layers, and ...within each layer are developmental processes unique to each layer. The four articles in this section limit the exploration of context to the three innermost systems: the individual plus micro- and macrolayers. Rather than examine both the physical features and processes, the articles tend to focus solely on processes associated with a niche. Processes explored include social identity development, social network dynamics, peer influences, and school-based friendship patterns. The works tend to extend the generalization of extant theory to the developmental experience of various minority group experiences.
Urie Bronfenbrenner’s groundbreaking work on development in context has made an enduring impact on the field of developmental science. However, translating his theoretical concepts in empirical ...studies has proved challenging. In this article, we describe a methodological approach—ecological engagement methodology (EEM)—that was designed to operationalize key elements of Bronfenbrenner’s bioecological theory in studies of development in context. In particular, we describe the development of EEM, illustrate the approach using examples from qualitative and quantitative studies of vulnerable youth, provide a brief guide to implementing EEM, and discuss its major strengths and challenges. We conclude that EEM offers a flexible and powerful way to apply Bronfenbrenner’s theoretical propositions in studies of development in context, yielding data that are of high quality; ecologically valid; and relevant to researchers, practitioners, and policymakers.
The individualization of Not in Education, Employment, or Training (NEET) status has contributed to a culture of blame that frames adolescent boys’ transition into employment and economic ...independence. Drawing on Urie Bronfenbrenner’s ecological systems theory, we explored how adolescent boys categorized as “at risk” of becoming NEET engage with a school-based work-readiness intervention. We interviewed five adolescent boys aged 13–14 years about their experiences of the intervention. Using reflexive thematic analysis, three main themes were constructed: (1) challenge mediated by choice; (2) access to supportive relationships; and (3) recognizing personal development. The findings illustrate the interrelatedness of adolescent boys’ engagement with, and within, their environment; findings support a push to consider engagement as an ecological concept. We end with considerations for more ecologically sensitive approaches to work-related intervention and the assessment of adolescent boys’ “at risk” status.
The aim is to investigate Swedish preschool teachers' accounts of children's learning in relation to the goals in the Swedish preschool curriculum. The research question is: "What do preschool ...teachers see as fundamental aspects of learning in preschool practice?" The study is based on interactionist perspectives founded in Urie Bronfenbrenner's ecological systems theory in which individuals and environment influence each other in a dynamic, reciprocal interaction. The data consist of interviews. The results show two themes that describe what teachers express as fundamental learning aspects in preschool practice: children's learning of social knowledge and children's learning of social and cognitive knowledge as integrated. The results show that some preschool teachers view social knowledge as fundamental to children's learning. Others have a broader learning-oriented approach, which is grounded in the Swedish preschool curriculum and in modern theories of learning. This is an integrated learning approach, which is assumed to promote children's learning and development in a long-term perspective.
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