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Addressing the Social Context of Academic Learning

Addressing the Social Context of Academic Learning. Big Picture Issues in the Management of Social Dynamics and Classroom Contexts. Conceptual Foundations: Development as an Intervention Ally. How do we explain continuity in functioning?

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Addressing the Social Context of Academic Learning

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  1. Addressing the Social Context of Academic Learning Big Picture Issues in the Management of Social Dynamics and Classroom Contexts

  2. Conceptual Foundations: Development as an Intervention Ally • How do we explain continuity in functioning? • How do we explain change or adaptation in functioning? • Youth develop and function as an integrated whole • Development reflects the adaptation of the features of the individual in relation to the features of the context

  3. Models of Antisocial Development Developmental Cascades Correlated Constraints Behavior as a leading edge to link domains

  4. Intervention Implications Developmental Cascades Correlated Constraints Intervention should address coactive contributions of the multiple domains of school functioning (i.e., academic, behavioral, social) Intervention should focus on the “whole child” in context This model can serve as a guide for the reorganization of a system of risks (i.e., Tier 3 prevention) • Intervention should focus on the early identification of risk factors • Interventions should ameliorate current risks and build from our knowledge of antisocial pathways to prevent accumulation of risk • This model is well-suited for Tier 1 & 2 prevention

  5. Classroom Social Dynamics:Social Interactions 1) Social Synchrony a) Imitation b) Reciprocity c) Complementarity 2) The Two Social Worlds of Children a) Children adopt rules, behaviors, & values from adults b) Children construct own meaning through interaction c) Children interpret and create their own culture

  6. Classroom Social Dynamics:The Peer System • Selection and homophily • Distinct peer groups • Hierarchical social structures • Socialization and social roles

  7. Today’s Talks • Gest – Practices that teachers use to manage classroom social dynamics • Bradshaw – School level interventions and the concept of positive behavioral supports • Hamm – The application of a correlated constraints model to support the academic, behavioral, & social adaptation of early adolescents at the universal level (Tier 1) • Lee – The social functions of problem behavior and considerations for targeted (Tier 3) interventions

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