Introducing Bronfenbrenner

Hayes, Nóirín; O’Toole, Leah; Halpenny, Ann Marie

doi:10.4324/9781003247760-1

Cited by 9 publications

(10 citation statements)

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“…For instance, factors from the exosystem, such as mass media, and broader shared values, norms, or ideologies within the macrosystem, also play a role. This model has found extensive application in educational literature, as demonstrated by recent studies (e.g., Feriver, Olgan, Teksoz & Barth, 2022;Hayes, O'toole & Halpenny, 2022;Mulisa, 2019). While this study primarily focuses on the influence of school education on the development of moral environmental reasoning, we acknowledge that education for sustainable development is intricately connected to various components of other systems.…”

Section: Environmental Moralmentioning

confidence: 89%

Development of Environmental Moral Judgment with Specific Teaching on Sustainable Development

2024

Psychology Applications &Amp; Developments IX

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Section: Environmental Moralmentioning

confidence: 89%

Development of Environmental Moral Judgment with Specific Teaching on Sustainable Development

2024

Psychology Applications &Amp; Developments IX

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“…Industry school partnerships often resemble a natural ecosystem, a community where biotic and abiotic factors interact and interconnect [30]. Bronfenbrenner, a key psychologist in the development of socioecological theories, originally applied this ecological thinking to the developing learner in 1976, which has subsequently become a popular model in a range of education contexts [20,[31][32][33]. Researchers have also applied ecological systems theory (EST) beyond the developing learner to contexts including ISPs [21,22,26].…”

Section: Ecological Systems Theory (Est)mentioning

confidence: 99%

Rural Research and Development Corporations’ Connection to Agricultural Industry School Partnerships

O’Dea,

Cosby,

Manning

et al. 2024

Education Sciences

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The Australian Government has prioritized science, technology, engineering, and mathematics (STEM) education in recent years to ensure that the country has an adequate future workforce. The agriculture industry is a major employer with a diverse range of occupations heavily focused on STEM. Many students do not realize the career opportunities in the sector, which is currently facing severe workforce shortages. Industry school partnerships (ISPs) have been identified as one creative model to improve students’ knowledge of an industry and aspirations for associated careers. Whilst ISPs have been implemented in the STEM context, limited research understands how industry organizations are involved in, influence, and interconnect with ISPs. Australia’s Rural Research and Development Corporations (RRDCs) are legislated agricultural industry bodies and were selected to investigate due to the value ISPs could provide to this STEM-focused industry with workforce shortages. This qualitative case study analyzed data from the most current RRDC strategic and annual operating plans as of 27 July 2023 and semi-structured interviews with an employee(s) in a position relevant to student education of all 15 RRDCs in 2022. The key findings were that ISPs were considered part of the solution to address industry sustainability, though RRDCs were commonly only informally involved. Collaboration between industry partners, facilitators, and teachers at strategic and management levels and across commodities was essential. RRDCs were found to be strongly connected to ISP ecosystems through their role in research and development. We argue that RRDCs are positioned as essential stakeholders with the scope to improve agricultural ISP ecosystems as part of their role in driving agricultural innovation. These findings support the application of ecological systems theory to agricultural ISPs and help us to understand these structures. This paper aims to help those creating ISPs to consider and understand all stakeholders, including industry bodies, to deliver quality future partnerships that benefit both STEM sectors and primary and secondary student education.

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“…The macrosystem level encompasses cultural characteristics, beliefs, and ideologies. Finally, the chronosystem level consists of major life events that have happened both personally and historically (Hayes et al, 2017).…”

Section: Sel and Ecological Systems Theorymentioning

confidence: 99%

The effects of student and school characteristics on SEL skills of adolescents: A hierarchical linear modelling

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2023

Psychology in the Schools

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This study aimed to examine student and school characteristics that could affect adolescents' social and emotional learning (SEL) skills. The study group consisted of randomly selected 3017 high school students from 42 schools in Turkey. According to two‐level Hierarchical Linear Modelling analysis findings, the mean SEL scores of schools differed statistically significantly. The variables of academic achievement, participation in events (scientific, artistic, sports, community services), adolescent‐parent relationships, and absenteeism status variables were important predictors of SEL scores at the student level. The variables of the relationship between students, teacher–student relationships, number of students/teachers, music class (active use), number of student clubs in the school, parental involvement, presence of school counselor, and disciplinary action rate were important predictors of SEL scores at the school level. Findings were thoroughly discussed in relation to the existing literature, and recommendations were made for future studies and applications.

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Introducing Bronfenbrenner

Cited by 9 publications

References 0 publications

Development of Environmental Moral Judgment with Specific Teaching on Sustainable Development

Development of Environmental Moral Judgment with Specific Teaching on Sustainable Development

Rural Research and Development Corporations’ Connection to Agricultural Industry School Partnerships

The effects of student and school characteristics on SEL skills of adolescents: A hierarchical linear modelling

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