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ERIC Number: EJ1141891
Record Type: Journal
Publication Date: 2015-Jun
Pages: 3
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0279-6015
EISSN: N/A
Environmental Context of Learning: Introduction to the Special Topic
Burns, Matthew K.
School Psychology Review, v44 n2 p147-149 Jun 2015
Understanding individual students is a complex process. Bronfenbrenner's (1986) seminal Ecological Systems Theory (EST) provides a framework for understanding students by examining the environments in which the child lives including the home, school, community, culture, and so on. One of the main tenets of EST is that it provides a process for identifying contextual points of intervention that may lie beyond the individual student, and interventions in microsystems (e.g., peer, family, classroom, school) and mesosystems (interactions of the microsystems) have consistently led to positive effects on child development (Neal & Neal, 2013). An ecological perspective is the preferred approach to delivering school psychological services because it provides a mechanism for practice to have greater breadth and depth (Burns, 2013). School psychology research has an added obligation to be ecological in nature because of the focus on prevention within the applied field. This special topic issue of "School Psychology Review" addresses an ecological perspective by studying the contexts in which students learn, and this article provides a description and brief summaries of the articles contained within this June 2015 issue.
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://naspjournals.org/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A