ERIC Number: EJ893512
Record Type: Journal
Publication Date: 2010-Sep
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1363-2752
EISSN: N/A
An Exploration of the Impact of Contextual School Factors on Students' Ways of Thinking, Speaking and Acting
Learoyd-Smith, Susannah
Emotional & Behavioural Difficulties, v15 n3 p239-255 Sep 2010
In recent years there has been growing concern that the emphasis schools place on academic attainment has impacted negatively on children's mental well-being in the UK. In a bid to address society's growing concern for the mental well-being of children, the government has introduced policies into schools aimed at enhancing social and emotional development. Socio-cultural theory suggests children's development is mediated through interpersonal communication which signposts towards specific ways of behaving. This paper explores whether variation in the extent to which schools place a stronger emphasis on social aspects of learning, or academic attainment, results in variation in interpersonal communication. Findings suggest the organisational structure at the whole school level impacts on micro-interactions at the classroom level and that these differences do result in variation in expected ways of behaving. Analysis of school discourse provides a means for exploring the link between school context and students' social and emotional development. (Contains 3 tables and 1 figure.)
Descriptors: Interpersonal Communication, Emotional Development, Children, Foreign Countries, Well Being, Influences, Discourse Analysis, Correlation, Social Development, Teaching Methods, Case Studies, Data Analysis, Observation, Student Behavior, Secondary Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A