Understanding Theoretical Models in Education

2020 ◽  
pp. 52-77
Keyword(s):  
Human Development ◽  
Ecological Theory ◽  
Linguistically Diverse ◽  
Theoretical Models ◽  
Social Model ◽  
Culturally And Linguistically Diverse ◽  
Learning Needs ◽  
Theoretical Frameworks ◽  
The Social ◽  
The Status

Theory plays an important role in education. It is the baseline premise that evokes further investigation, and through valid study, the status of a proposed explanation can be changed from conjecture to research-based fact. This chapter poses three theoretical frameworks. The Bio-Ecological Theory/Human on Human Development posits that a child's physiological development combines with consistent exposure to his/her environment throughout the early stages of life to play a significant role in a child's overall development. The Social Model Theory on Disability suggests that society's understanding of what is considered a “disability” along with certain perceptions and biases about immigrants can inhibit effective fulfillment of learning needs on behalf of children from Culturally and Linguistically Diverse (CLD) background.

Response to Intervention: Instructional Challenges for Teachers in High Need Contexts

2017 ◽  
Vol 119 (9) ◽  
pp. 1-30
Author(s):  
Sharon L. Nichols ◽  
Felicia Castro-Villarreal ◽  
Amanda Ramirez
Keyword(s):  
Elementary School ◽  
Response To Intervention ◽  
Elementary School Teachers ◽  
Linguistically Diverse ◽  
Structured Interview ◽  
Culturally And Linguistically Diverse ◽  
Learning Needs ◽  
School Teachers ◽  
Implementation Challenges ◽  
Diverse Student

Background This study adds to our understanding of how elementary school teachers in culturally and linguistically diverse contexts think about the implementation and impact of Response-to-Intervention practices. Purpose of Study The purpose of this study is to understand elementary school teachers’ beliefs about the challenges associated with RTI implementation with high need, high risk student populations. Research Design This was a semi-structured interview study with eight elementary school teachers. Findings/Results Interview data indicate that while teachers noted the potential of RTI systems and processes, most expressed dissatisfaction with implementation variability, inadequate training, slow matriculation through the tiers, and widely diverse student learning needs. Teachers also noted challenges associated with having to differentiate instruction and management with widely diverse learners while at the same time being pressured to meet accountability targets. Conclusions We conclude that although RTI has become more widely understood and recognized, there remain serious implementation challenges and confusion in contexts that serve culturally and linguistically diverse students. We recommend improved training at the university and preservice level to prepare teachers for work in tiered problem-solving frameworks and to help teachers better understand the academic, social, and affective needs of our increasingly diverse student population.

scholarly journals The judiciary system and the social care system policy on contractual capacity: Overview of research conducted in the City of Belgrade

2020 ◽  
Vol 59 (88) ◽  
pp. 135-156
Author(s):  
Marta Sjeničić ◽  
Sandra Perić ◽  
Dragana Marčetić
Keyword(s):  
Social Care ◽  
Care Service ◽  
Competent Authority ◽  
Social Model ◽  
Social Care Service ◽  
Starting Point ◽  
The Social ◽  
The Status ◽  
The Right ◽  
The City

Contractual capacity is the starting point for exercising most human rights. It entails the capacity to sign contracts and enter into the legal transactions, and it is a gateway to exercising a range of labour, voting, family, property, succession (etc.) rights envisaged by the law. The full deprivation of contractual capacity leads to the deprivation of most other capacities. Thus, a person is de iure and de facto excluded from societal life. The mechanism for deprivation of contractual capacity exists in both domestic and foreign jurisprudence, as a way of protecting individual rights. The deprivation of contractual capacity in adults is applicable when the competent authority determines one's mental or intellectual impairment. In the past, the prevailing approach to establishing such disability was the medical approach, which is largely the same today, while the social model is seldom applied. The issue of protection of the right to contractual capacity has seldom been comprehensively analyzed, either from the standpoint of social care services or from the standpoint of jurisprudence. Yet, they are both equally relevant in the process of assessing contractual capacity. This paper presents the results of research conducted in social care centers and courts in the territory of the City of Belgrade (Serbia). The research was aimed at establishing whether the status and position of social care service users has improved after introducing the legal mechanism authorizing the courts to assess (within a specific time limit) if there are reasons for continuing the imposed measure of deprivation of contractual capacity, as well as to analyze the major reasons for initiating the legal action for reassessment of contractual capacity.

scholarly journals Options for improving low birthweight and prematurity birth outcomes of indigenous and culturally and linguistically diverse infants: a systematic review of the literature using the social-ecological model

2022 ◽  
Vol 22 (1) ◽  
Author(s):  
Shae Karger ◽  
Claudia Bull ◽  
Joanne Enticott ◽  
Emily J. Callander
Keyword(s):  
Systematic Review ◽  
Preterm Birth ◽  
Birth Outcomes ◽  
Low Birthweight ◽  
Ecological Model ◽  
Linguistically Diverse ◽  
Social Ecological Model ◽  
Culturally And Linguistically Diverse ◽  
Social Ecological ◽  
The Social

Abstract Background Prematurity and low birthweight are more prevalent among Indigenous and Culturally and Linguistically Diverse infants. Methods To conduct a systematic review that used the social-ecological model to identify interventions for reducing low birthweight and prematurity among Indigenous or CALD infants. Scopus, PubMed, CINAHL, and Medline electronic databases were searched. Studies included those published in English between 2010 and 2021, conducted in high-income countries, and reported quantitative results from clinical trials, randomized controlled trials, case-control studies or cohort studies targeting a reduction in preterm birth or low birthweight among Indigenous or CALD infants. Studies were categorized according to the level of the social-ecological model they addressed. Findings Nine studies were identified that met the inclusion criteria. Six of these studies reported interventions targeting the organizational level of the social-ecological model. Three studies targeted the policy, community, and interpersonal levels, respectively. Seven studies presented statistically significant reductions in preterm birth or low birthweight among Indigenous or CALD infants. These interventions targeted the policy (n = 1), community (n = 1), interpersonal (n = 1) and organizational (n = 4) levels of the social-ecological model. Interpretation Few interventions across high-income countries target the improvement of low birthweight and prematurity birth outcomes among Indigenous or CALD infants. No level of the social-ecological model was found to be more effective than another for improving these outcomes.

Preparing New Teachers for the Students That They Will Really Have in Their Classrooms

2022 ◽  
pp. 29-42
Author(s):  
Toni Franklin ◽  
Stephanie T. Marshall ◽  
Vanessa Hinton
Keyword(s):  
Classroom Management ◽  
New Teachers ◽  
Culturally Responsive ◽  
Teacher Shortage ◽  
Linguistically Diverse ◽  
Current Data ◽  
Culturally And Linguistically Diverse ◽  
Academic Needs ◽  
Social Emotional ◽  
The Social

The mission of this chapter is to address new teachers' understanding of effective classroom management and instruction for classrooms that include students who are culturally and linguistically diverse (CLD). Because a growing number of classrooms have students who are CLD, it is critical that new teachers understand the integrated use of culturally responsive pedagogy (CRP) and high-leverage practices to address the social/emotional, behavioral, and academic needs of all students within the classroom. In this way, new teachers will be better prepared for such classrooms and more likely to be retained within their school and profession. Current data shows that the rate in which new teachers are entering the field is not enough to help solve the current teacher shortage crisis.

scholarly journals Abolishing Whiteness

2021 ◽  
Vol 21 (2/3) ◽  
pp. 588-615
Author(s):  
Michele D. Hanna ◽  
Heather Arnold-Renicker ◽  
Barbara Garza
Keyword(s):  
Critical Race Theory ◽  
White Supremacy ◽  
People Of Color ◽  
Learning Needs ◽  
Theoretical Frameworks ◽  
White Studies ◽  
Critical White Studies ◽  
The Social ◽  
History Of ◽  
Construction Of Whiteness

The power, privilege, and oppression paradigm that most schools of social work currently espouse to are often taught through an experiential approach to whiteness, privileging the majority of white students with the opportunity to explore their white identity at the expense of the learning of the Black/Brown, Indigenous, People of Color (BIPOC) students in the classroom. Many BIPOC students experience these courses as a hostile environment, finding themselves and their racial group identified in contrast to whiteness – oppressed, marginalized, silenced, and powerless. This paper presents an innovative course outline using Critical Race Theory and Critical White Studies as theoretical frameworks to decenter whiteness and attend to the learning needs of BIPOC students. Using these two theoretical frameworks, students will learn the history of the racial hierarchy of humans; the social construction of whiteness, the evolution of anti-black racism and the extension to other people of color; and the relationship between white supremacy and racism.

A Social Model of Persistent Mood States

2012 ◽  
Vol 75 (3) ◽  
pp. 198-218 ◽  
Author(s):  
Long Doan
Keyword(s):  
Emotional Response ◽  
General Social Survey ◽  
Emotional Reaction ◽  
Mood States ◽  
Social Model ◽  
Proposed Model ◽  
The Social ◽  
The Status ◽  
Status Differences ◽  
Social Causes

Researchers have used moods to explain a variety of phenomena, yet the social causes of a mood are unknown. In this article, I present a social model of persistent mood states that argues that interactional characteristics such as the status differences between actors, the perceived responsibility of the other actor, and the reason for an emotional response influence the persistence of an emotional response to a situation. The mechanisms through which these factors cause an emotion to become a mood are the intensity of the emotional reaction and how much the actor reflects on the situation as a result of the interaction. I use data from the 1996 General Social Survey to test this model for anger; the results of the analyses provide support for many aspects of the model. The proposed model is a first step in explaining social factors that cause persistent mood states, and I discuss possible directions for future scholarship.

scholarly journals Climate Change Resilience Strategies for the Building Sector: Examining Existing Domains of Resilience Utilized by Design Professionals

2019 ◽  
Vol 11 (10) ◽  
pp. 2888 ◽  
Author(s):  
Nicholas B. Rajkovich ◽  
Yasmein Okour
Keyword(s):  
Climate Change ◽  
Professional Community ◽  
The United States ◽  
Concept Development ◽  
Building Sector ◽  
Theoretical Frameworks ◽  
Theoretical Approaches ◽  
The Social ◽  
The Status ◽  
Climate Change Resilience

Recently, climate change resilience efforts in the building sector have increased. Previous studies have examined the theoretical frameworks that have shaped the concept development of resilience. However, little is known about the theoretical approaches adopted by building professionals in their climate change resilience work. A literature review identified climate change resilience across four academic domains: ecology, engineering, disaster risk reduction, and the social sciences. To better understand how resilience is defined in the building sector, we examined eighteen climate change resilience documents developed to provide guidance to building sector professionals in the United States. Our analysis of these documents helps to understand how professionals are framing and possibly incorporating these strategies in their work, though we did not measure the adoption rate of each of the documents. We find that resilience is mostly a discourse on bouncing-back, preserving the status quo, and/or developing emergency responses to major hazards. Fewer documents incorporated an ecological or social science-based logic. This highlights the challenges of translating resilience from four academic domains into building strategies for the professional community. In closing, we discuss how competing conceptions of resilience may impact the implementation and effectiveness of climate change resilience strategies in the built environment.

More than play: The impact of playgroup participation on culturally and linguistically diverse parents’ and carers’ degree of social support, connectedness and self-efficacy

2020 ◽  
Vol 37 (1) ◽  
pp. 75-82
Author(s):  
Lauren Deadman ◽  
Vicki L. McKenzie
Keyword(s):  
Social Support ◽  
Self Efficacy ◽  
Qualitative Data ◽  
Linguistically Diverse ◽  
Social Resources ◽  
Culturally And Linguistically Diverse ◽  
Childhood Education ◽  
The Social ◽  
Semistructured Interviews ◽  
The Impact

AbstractSupported playgroups are a common form of intervention offered in Australian early childhood education. This study used interviews and quantitative measures to examine whether attending supported playgroups benefits culturally and linguistically diverse (CALD) parents’ or carers’ social support, connectedness, and parental self-efficacy (PSE). Thirty-five playgroup attendees completed three validated measures assessing social support, isolation, and PSE. Seven mothers, two carers, and two playgroup staff participated in semistructured interviews. The quantitative and qualitative data indicated that CALD parents and carers show high levels of isolation and low social support. The qualitative data indicated that most parents or carers felt more supported and connected as a result of attending the playgroup, and just over half stated that the playgroup had improved their confidence. This study highlights the need to consider the social resources of CALD families when planning and delivering services, and calls for future longitudinal studies of the benefits of playgroups.

Capitalising on the social resources within culturally and linguistically diverse communities for mental health promotion: stories of Australian Chinese people

2009 ◽  
Vol 15 (1) ◽  
pp. 29 ◽  
Author(s):  
Bibiana Chan
Keyword(s):  
Mental Health ◽  
Social Capital ◽  
Health Promotion ◽  
Focus Groups ◽  
Emotional Distress ◽  
Linguistically Diverse ◽  
Social Resources ◽  
Culturally And Linguistically Diverse ◽  
The Social ◽  
Diverse Communities

Social capital, generally observed in Chinese cultures, can be considered as the glue that holds together all the norms, trust and social networks that enhance mutual benefit of a collectivistic society. The aim of this paper is to explore the best way to tap into these social resources in mental health promotion. A mixed-method study, consisting of 16 community focus groups and a quantitative survey (n = 528), was conducted among Chinese Australians (recruited from general practices) in metropolitan Sydney. Although the focus groups explored help-seeking behaviours during emotional distress, the survey assessed the prevalence of such episodes. Chinese informants identified ‘family and friends’, ‘cultural values’, ‘spirituality’ and ‘self’ as common ‘helpers’ for managing depressive episodes before professionals were consulted. These ‘helpers’ function as the ‘social capital’ within the Chinese community. Focus group narratives of the low-acculturated Chinese revealed that they turned to close friends and family for help during crises. Highly acculturated Chinese found ‘family values’ most helpful when facing adversity. Survey findings indicated that the self-report rate of lifetime depression in low-acculturated Chinese was significantly lower than that of Australians. These results resonate with Cullen and Whiteford’s (2001) proposition that a higher level of social capital decreases the incidence of depression. Although the links between social capital and mental health require further investigation, the current findings support its role in counteracting emotional distress. There are implications of the current research findings to wider culturally and linguistically diverse communities.

Creating Hybrid Spaces for Talk: Humor as a Resource Learners Bring to Informal Learning Contexts

2014 ◽  
Vol 116 (14) ◽  
pp. 535-554
Author(s):  
Doris Ash
Keyword(s):  
Informal Learning ◽  
Linguistically Diverse ◽  
Status Quo ◽  
Culturally And Linguistically Diverse ◽  
Learning Spaces ◽  
Learning Contexts ◽  
Diverse Backgrounds ◽  
The Status ◽  
Hybrid Spaces ◽  
Informal Settings

This chapter focuses on recognizing humor as a powerful resource for visitors from culturally and linguistically diverse backgrounds who are new to learning contexts, such as museums and aquariums. By using humor, visitors negotiate hybrid learning spaces, as well as gain authority in informal settings. Humor… serves a number of functions—social cohesion or rupture, the cementing of relationships… persuasion through the distraction of entertainment, and the simultaneous challenge and reinforcement of the status quo. (Moreau & Enahoro, 2012, p. 1)

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