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ERIC Number: EJ893512
Record Type: Journal
Publication Date: 2010-Sep
Pages: 17
Abstractor: As Provided
Reference Count: 44
ISSN: ISSN-1363-2752
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.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
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