Negotiating Complexity: A Bioecological Systems Perspective on Literacy Development

Abstract

Background/Aims: Urie Bronfenbrenner's bioecological systems model [Bronfenbrenner

Building upon the CALLA Framework: The Intersection of Novel Problem Solving and Applied Wisdom

“…The CALLA framework seeks to understand the continuously changing processes of broad learning development as the interplay between person characteristics (learner; input-or knowledge-driven learning, growth or fixed mindset, and focus on single or multiple development of skills), and contextual factors (degree of individualized scaffolding and forgiving or unforgiving learning environments). Application of this perspective is well timed as the field of human development shifts towards understanding development within environmental contexts [e.g., Jaeger, 2016]. This is evident as more and more researchers are using complex statistical methods (e.g., growth mixture modeling, latent moderating-causal modeling) to investigate how processes change as the person and their context change (i.e., the transactions between process, person, and context).…”

Operationalizing Bronfenbrenner’s PPCT Model in Researching Human Development: Commentary on Xia, Li, and Tudge

“…Researchers in the field of human development would like to incorporate the bioecological theory or PPCT model in their research to explain developmental processes (e.g., Rosa, & Tudge, 2013;Siraj & Mayo, 2014;Jaeger, 2016). However, since 2009, only 2 of the 20 published papers described, analysed, and tested some or all elements of the PPCT model appropriately (Tudge et al, 2016).…”

“…Bioecological theory has been widely used and discussed in human development (especially child development) research (e.g., Tudge, Mokrova, Hatfield, & Karnik, 2009;Siraj & Mayo, 2014;Jaeger, 2016). However, considering the complexity of the bioecological theory, it is not surprising that researchers would misinterpret its use or apply it as an analytical framework.…”

School police officers' roles: The influence of social, developmental and historical contexts

“…We conducted focus groups with 45 officers in a school police department associated with a large urban school district. Key to a bioecological framework is the idea that individuals engage in ongoing, complex, reciprocal interactions with their immediate environment ( Bronfenbrenner & Morris, 2006 ; Jaeger, 2016 ). We argue that roles form the basis of how these officers come in contact and interact with their constituents –students, parents, school personnel, and community members.…”