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Integration within Education Mandates & Constraints (BT)
This initial collection or research references, reports and resources has been started by the International School Health Network as part of an international discussion group. Visitors to and members of this wiki-based web site are welcome to add references (using the Easy Edit" tool found at the top of the page or commenting on the collection by using the "thread" tool found at the bottom of the page. (All previous versions of this page are automatically saved by the system, so don't hesitate to edit this page. Eventually, when time and resources permit, this initial collection will be formatted in accordance with the outline for bibliographies/ toolboxes relating to the application of theories, models or essential evidence/experienced-based insights used in this knowledge exchange program.
Outline for Listing Research, Reports and Resources on Theories, Frameworks, Models or essential Evidence/Experience based Insights Explaining School-based and School-Linked Human Development
A. Defining the Model, Theory, Framework or Essential Insight
A-1 Overview
A-2 Linkages to other theories, models, frameworks, essential insights
A-3 Elements or aspects of the theory, model, framework, essential insights
A-4 General discussion of Strategies for implementation/Barriers to Use the Theory, Model or Insight
A-5 Landmark Evaluated Examples of use of the theory
B) Evidence of Effectiveness of the Model, Theory or Essential Insight: Intervention/Reviews & Examples
B-1 On Health & Social Development Overall
B-2 On Specific Health and Social Problems/Behaviours or Protective Factors/Behaviours
B-3 On Learning and School Effectiveness
C) Evidence on how to Implement, Sustain the Model, Theory, Framework or Essential Insight
Overview
C-1 Use of Diffusion and Education Change Knowledge/Theory
C-2 Use of Capacity-Building Knowledge/Theory and Sustainability
C-3 Consideration of Ecology and System Characteristics
C-4 Consideration of Community or Cultural Contexts
D Questions related to Future and Current Research
Overview
D-1 Major knowledge/practice/policy questions and draft or existing research agendas
D-2 Use of new research methods (beyond RCT’s)
D-3 Methodological Issues and Questions
Outline for Listing Research, Reports and Resources on Theories, Frameworks, Models or essential Evidence/Experience based Insights Explaining School-based and School-Linked Human Development
A. Defining the Model, Theory, Framework or Essential Insight
A-1 Overview
| Research | Reports/Resources |
A-2 Linkages to other theories, models, frameworks, essential insights
| Research | Reports/Resources |
| Connections to educational and learning theories | |
| Connections to other health and social development theories |
A-3 Elements or aspects of the theory, model, framework, essential insights
| Research | Reports/Resources |
| The priority given to and balance among the basic functions of schooling (custody, literacy/numeracy, vocational, socialization and accreditation) will affect approaches and programs | |
| Implications and use of the five basic functions Safe custody of children during the day Ensuring basic literacy, numeracy, science and technology skills and basic knowledge about history, geography etc Exploration of careers and selected forms of job preparation Socialization into dominant social norms and values Accreditation of basic literacy, selection/failure of candidates for post secondary education or training Donna Marie Harris,(2011) Curriculum Differentiation and Comprehensive School Reform: Challenges in Providing Educational Opportunity Educational Policy September 2011vol. 25no. 5844-884 | |
| Current attempts to reform or improve the education system (size and nature of changes matters) will affect approaches and programs | |
| The current concept of effective schooling will affect approaches and programs | |
| Congruence with current educational thinking about effective teaching practices and organization | |
| Application to and cooperation with various educational movements relating to different types of schools (rural schools, urban schools, religious schools, indigenous/aboriginal schools. affluent/private schools, alternative schools, magnet schools, virtual schools etc) | |
| Application to different types of students that are sometimes grouped in classes within schools including learning disabilities, intellectual disabilities, physical disabilities | |
| Implications of the multiple, loosely coupled layers of decision-making in education |
A-4 General discussion of Strategies for implementation/Barriers to Use the Theory, Model or Insight
| Research | Reports/Resources |
A-5 Landmark Evaluated Examples of use of the theory
| Research | Reports/Resources |
| Implications of the sociology of teachers and educators | |
| Implications of the work ;lives and career paths of teachers | |
| Implications of the extreme lack of time for planning and isolation of employees in schools | |
| Implications of the explicit and implicit professional norms of teachers (social control, fairness, privacy, etc) | |
| Implications of socio-political norms that govern education (equal opportunity vs equitable results, etc | |
| Educator perceptions of health, social an d similar programs | |
| Use of teacher education programs (pre-service in universities) | |
| Use of teacher developent programs (inservice training) | |
| Implications of current educator thinking and use of staff development models | |
| The Front-Line and Middle Manager: School Principal/Headmaster | |
| Implications of School Structures, Organization, Routines | |
| Implications of The Characteristics of School Systems | |
| Implications of the Complex Nature of School Ecologies | |
| Implications of current trends re Accountability and Improvement Processes in Education | |
| Working with whole school models developed by educators | |
| Working with other health, social, equity etc comprehensive approaches, coordinated agency-school programs and whole school strategies so that educators are not overwhelmed | |
| Implications of planning time frames and Sustainable Models and Planning from the Outset to Assure Educators | |
| Using a long term capacity-building approach to strengthen integration within school mandates and constraints |
B) Evidence of Effectiveness of the Model, Theory or Essential Insight: Intervention/Reviews & Examples
B-1 On Health & Social Development Overall
| Research | Reports/Resources |
B-2 On Specific Health and Social Problems/Behaviours or Protective Factors/Behaviours
| Research | Reports/Resources |
B-3 On Learning and School Effectiveness
| Research | Reports/Resources |
C) Evidence on how to Implement, Sustain the Model, Theory, Framework or Essential Insight
Overview
| Research | Reports/Resources |
C-1 Use of Diffusion and Education Change Knowledge/Theory
| Research | Reports/Resources |
C-2 Use of Capacity-Building Knowledge/Theory and Sustainability
| Research | Reports/Resources |
C-3 Consideration of Ecology and System Characteristics
| Research | Reports/Resources |
C-4 Consideration of Community or Cultural Contexts
| Research | Reports/Resources |
D Questions related to Future and Current Research
Overview
| Research | Reports/Resources |
D-1 Major knowledge/practice/policy questions and draft or existing research agendas
| Research | Reports/Resources |
D-2 Use of new research methods (beyond RCT’s)
| Research | Reports/Resources |
D-3 Methodological Issues and Questions
| Research | Reports/Resources |
dmccall |
Latest page update: made by dmccall
, Oct 20 2011, 1:20 PM EDT
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