Question 1

How does Bronfenbrenner's bioecological theory provide a conceptual framework for understanding school as a central context for development?

Accepted Answer

Response should emphasize how Bronfenbrenner's theory stresses that humans develop within a set of embedded physical and sociocultural contexts of influence beginning with their own biological make-up and ending with the political/historical contexts into which they are born and raised. These multidimensional forces operate across time both within and across these levels of influence-biological, psychological, social, cultural, economic, and political-that link children's development to family, neighborhood, school, social, and cultural contexts.

Question 2

What positive developmental outcomes have been shown to be associated with successful social-emotional learning (SEL) programs?

Accepted Answer

Response should describe evidence that social-emotional learning programs that teach content and skills in classroom-based contexts are associated with lower rates of delinquent behaviors, improvements on achievement test performance, and increases in school attendance.

Question 3

Which of the following systems theories most directly informs Eccles and Roeser's conceptualization of schools as central contexts for development?
A) Urie Bronfenbrenner's Bioecological Theory
B) Jochen Brandtstädter's Action Theory
C) Paul Baltes' Life-Span Theory
D) Glen Elder's Life-Course Theory

Accepted Answer

Eccles and Roeser's conceptualization of schools as central contexts for development is most directly informed by Urie Bronfenbrenner's Bioecological Theory, which emphasizes the importance of multiple layers of environmental systems that interact with an individual's development, including the mesosystem (relationships between two or more settings), exosystem (influences from settings in which an individual does not actively participate), and macrosystem (broad cultural and societal values). Schools are seen as a key mesosystemic context for child and adolescent development, where interactions between the individual and the school setting as well as other settings (e.g. family, community) can impact various aspects of development.

Question 4

Which of the following is NOT an assumption of Eccles and Roeser's contextual model of schooling?
A) Cognitive and social development is most effective within the context of public schools
B) The context of schooling involves multiple nested levels of organization
C) The study of development in school contexts is also the study of cultural diversity and issues of equity in education
D) Acts of teaching and learning involve and affect "whole persons"

Accepted Answer

The model does not assume that cognitive and social development is most effective within the context of public schools. It recognizes that different educational contexts (e.g., public, private, charter schools) can provide different opportunities and challenges for students' development.

Question 5

Eccles and Roeser's contextual model of schooling acknowledges that the outcomes of education:
A) Include non-subject matter aims as self-regulation and conflict resolution skills
B) Cannot be separated from the goals of social and political agendas
C) Can be directly and precisely measured by classroom teachers
D) Are often set too high for most children to attain them

Accepted Answer

Eccles and Roeser's contextual model of schooling emphasizes that education outcomes go beyond just academic mastery of subject matter, and includes non-subject matter aims such as self-regulation and conflict resolution skills. This is in line with a more holistic approach to education that recognizes the importance of social-emotional learning and character development in addition to academic achievement.

Question 6

Eccles and Roeser's contextual model of schooling acknowledges that children co-construct their educational lifepaths throughout school through:
A) Their own agency and characteristics
B) The influence of peers, teachers, and parents
C) Reflecting intentionally upon errors in academic performance
D) Involvement with co-curricular activities such as sports or musical groups

Accepted Answer

The answer of Eccles and Roeser's contextual model of schooling...

Question 7

According to Eccles and Roeser, developmental research has found that involvement in sports is associated with:
A) Lower school dropout rates for high school students
B) Increased rate of drug and alcohol use among adolescents
C) Higher rates of college attendance for blue-collar male athletes
D) Both negative and positive educational and behavioral outcomes

Accepted Answer

Developmental research has consistently shown that involvement in sports is associated with lower school dropout rates for high school students.

Question 8

Which of the following is NOT included among Eccles and Roeser's levels of the context of schooling?
A) Media and advertising targeting children
B) Groups and activity structures
C) Teachers, instruction, and classroom climate
D) Academic tracks and curricular differentiation

Accepted Answer

The levels of the context of schooling identified by Eccles and Roeser include: Groups and activity structures, Teachers, instruction, and classroom climate, and Academic tracks and curricular differentiation. Media and advertising targeting children are not a level of the context of schooling identified by Eccles and Roeser.

Question 9

Which of the following outcomes associated with school transitions has been empirically supported?
A) Students experience similar problems during the transition from elementary to middle school and the transition from middle school to high school
B) Children experience the initial entry into elementary school as more difficult than the transition to middle or high school
C) High school teachers perceive themselves to be more effective than elementary school or junior high school teachers
D) Students experience twice as many problems on average during the transition to middle school compared with the transition to high school

Accepted Answer

Research has shown that students often face similar challenges during both the transition from elementary to middle school and from middle to high school, such as adjusting to new environments, academic expectations, and social dynamics.

Question 10

Providing examples, explain how Eccles and Roeser's conception of schooling contexts incorporates the idea of developmental timing.

Accepted Answer

The answer of Providing examples, explain how Eccles and Roeser's...

Quiz 12: Appendix B: Sample Write-Up for Fundamental Motor Patterns Tests

How does Bronfenbrenner's bioecological theory provide a conceptual framework for understanding school as a central context for development?

What positive developmental outcomes have been shown to be associated with successful social-emotional learning (SEL) programs?

Which of the following systems theories most directly informs Eccles and Roeser's conceptualization of schools as central contexts for development?

Which of the following is NOT an assumption of Eccles and Roeser's contextual model of schooling?

Eccles and Roeser's contextual model of schooling acknowledges that the outcomes of education:

Eccles and Roeser's contextual model of schooling acknowledges that children co-construct their educational lifepaths throughout school through:

According to Eccles and Roeser, developmental research has found that involvement in sports is associated with:

Which of the following is NOT included among Eccles and Roeser's levels of the context of schooling?

Which of the following outcomes associated with school transitions has been empirically supported?

Providing examples, explain how Eccles and Roeser's conception of schooling contexts incorporates the idea of developmental timing.