An Exploration of the Impact of Contextual School Factors on Students' Ways of Thinking, Speaking and Acting

Autor/in	Learoyd-Smith, Susannah
Titel	An Exploration of the Impact of Contextual School Factors on Students' Ways of Thinking, Speaking and Acting
Quelle	In: Emotional & Behavioural Difficulties, 15 (2010) 3, S.239-255 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
Schlagwörter	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; United Kingdom + Suchen Sie Ihr Suchwort? Interpersonale Kommunikation; Gefühlsbildung; Child; Kind; Kinder; Ausland; Well-being; Wellness; Wohlbefinden; Influence; Einfluss; Einflussfaktor; Diskursanalyse; Korrelation; Soziale Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Auswertung; Beobachtung; Student behaviour; Schülerverhalten; Sekundarbereich; Großbritannien
Abstract	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.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10