Bio Ecological Systems Theory Student Diversity in Education Case Study Analysis Instructions Use Paul Chavez Case Studies from Nieto and Bode’s Affirming

Bio Ecological Systems Theory Student Diversity in Education Case Study Analysis Instructions

Use Paul Chavez Case Studies from Nieto and Bode’s Affirming Diversity (Starts on page 285 of the PDF)
Using Bronfenbrenner’s Bio-Ecological Systems Theory, first analyze how various social systems influence your subject’s life. Draw visual representations of your ideas. What institutional barriers might s/he face? How do various examples of inequality influence his/her life? As relevant, use course readings to inform your analysis. (Two PDF files)
Write an introduction paragraph to your paper that briefly introduces your selected case study, the BEST model, and the purpose of your paper. Remember to state the thesis of your paper.
Write up your analysis of your selected case study. This analysis should be thorough, addressing dynamics in each system. Remember that space is limited. You may wish to list the majority of interactions and/or institutions in a system, then go into a thoughtful discussion of those interactions and/or institutions that have the most significant impact on the target person of your analysis. This analysis is the heart of your paper, and should take about 6 – 7 pages. As relevant, use course readings to inform your analysis – for example, Takaki can be used to flesh out elements for the chronosystem.
As college students, you are expected to cite at least THREE external sources to inform their analysis of the case study. These sources can be used to support any element of the analysis, however, most students have found it helpful to cite external sources for both the macro- and chrono-systems. You can find examples of published articles that employed ecological systems theory as a theoretical framework and cite these studies as appropriate. Take advantage of these additional resources to deepen your analysis. (Find three additional sources- Cite in addition to the material I’m providing)
Conclude your paper by discussing strategies that would help your selected case study student to excel in school. Imagine that you are the student’s teacher. Given your analysis, how would you support him/her? What strategies, approaches, or ideas will you act upon in order to nurture his/her resilience and promote his/her academic achievement? Provide 2 – 3 approaches/strategies that you would employ. This discussion should be between 1 – 2 pages in length. You may wish to draw on examples offered by Schniedewind and Davidson (Opening Minds to Equality) to inform your development of meaningful strategies to support the academic achievement of your focal student.

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You must incorporate some of our assigned readings into the discussion of your BEST case analysis. The readings on cultural identity, linguistic diversity, and academic achievement may prove relevant and appropriate to aspects of your paper. Be critical and creative in your analysis of your case study, and development of your strategies to support the academic achievement of your case study student. (Sleeter&Grant, banks, Franquiz Bilingual Ed PDFs)

This assignment should range between 8 – 10 pages. Papers should not exceed 10 pages – excluding a title page (optional), references, and visual representation (optional – which should be attached as an appendix). All papers should list your name, identify the case study under consideration, be double-spaced, have one inch margins, use Times New Roman 12 point font, and include page numbers. All supporting sources should be cited using APA (6thedition) and included in the reference section of the paper.

Analysis papers will be evaluated based on the quality of writing (clarity, organization, etc.), appropriate and critical application of Bronfenbrenner’s Bio-Ecological Systems Theory, quality of analysis of the case study, appropriateness and creativity of suggested strategies, integration of class readings and other supporting sources, and appropriate citations and use of APA. !eb Quest )ro,ect Theory Fact Sheet of 5rie Bronfenbrenner
By Jennifer Boemmel and Joan Briscoe
National3Louis University
Revision: May 9< 2001 Urie Bronfen@renner has created the ecological systems theory< which he has renamed the Bioecological System theory fairly recently. The Bioecological System is the com@ination of the childGs @iological disposition and environmental forces coming together to shape the childGs development. Bronfen@renner says that there are two environmental conditions that are necessary for human development. The first is that one or more adults must love the child unconditionallyI the second is that the adults must encourage the child and spend time doing Joint activities with the child in and out of the home environment. In order to understand Bronfen@rennerGs theory< think of a series of concentric circles< where the smallest circle in the center of all the circles is the child. Bronfen@renner refers to the child as @eing in a nested environment. The child< who contains various systems within him or herself< is at the center of the nest< surrounded @y layers< which contain individuals and groups of individuals in each layer. The child is the innermost egg that is nested within the other environments that are also nested within each other. Another way to descri@e it is to think a@out it in terms of a rock @eing thrown into the water. The rock in the middle is the child and the ripple effects around that rock are the other nested environments. The parents< teachers and anyone in a close relationship for a su@stantial amount of time with the child are in that first ripple. It is called the micro system. The people in the Microsystems have the most immediate effect on the child. Bronfen@renner uses a term @i3directional to descri@e the influential interactions that take place @etween mother and child< child and father< child and teacher< understanding that the influences go @oth N@iO directions. Bidirectional influences take place when individuals and groups of individuals interact and directly affect others who exist within the same layer< as well as those who are in the layers on either side of them. As related in Danforth< Barkley and StokesR research< SBronfen@renner emphasiTes that to understand child development at this level< we must keep in mind that all relationships are @idirectional. That is< adults affect childrenGs @ehavior< @ut childrenGs @iologically and socially influenced characteristics Ntheir physical attri@utes< personalities< and capacitiesO also affect the @ehavior of adults. For example< a friendly< attentive child is likely to evoke positive and patient reactions from parents< whereas a distracti@le youngster is more likely to @e responded to with restriction and punishment.V N2000< Berk< p. 27O. As an infant< most likely the only systems in the infantGs microsystems would @e their parents and si@lingNsO< or caregivers of daycare for any infant attending that daycare. As a child grows to school age< their microsystems grows to include their daycare center and elementary school @ecause the child spends much of the day there. The important aspect of the Microsystems is the direct contact and interaction with the child. No system is considered a microsystem in this theory if it is not in direct contact with the child for a su@stantial period of time. The next layer is the mesosystem. The mesosystem consists of the Vconnections @etween childrenRs immediate settings and surroundings...It encompasses connections @etween microsystems< such as home< school< neigh@orhood< and child3care center< that foster childrenRs development.VN2000 Purchase answer to see full attachment

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