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CBC通过其他机制对儿童的行为产生直接影响。我们选择了一个具体的理论模型来说明主要的自变量和因变量、潜在的中介和调节因子,以及它们在CBC干预中的假设关系,以接受该方法。社会和教育科学理论的发展和检验需要对变化机制的思考和探索。生态系统理论认为儿童的发展是在相互作用的背景下进行的(例如,儿童/家庭系统与学校的相互作用[中系统];Rimm-Kaufman & Pianta, 2000)。当这些系统之间建立了有效的连接和连续性时,开发就是最优的。文化生态框架认识到种族和文化因素的普遍作用,如移民和文化适应,在塑造文化生态和适应选择(Szapocznik & Coatsworth, 1999)。在这些框架的指导下,CBC通过建立适当的、协调的、支持学生获得最佳社会行为和教育成果的联系,有意促进儿童、家庭和学校系统之间的文化响应“匹配”


CBC operates through other mechanisms to produce direct outcomes on children’s behaviors. A specific theoretical model specifying the primary independent and dependent variables, potential mediators and moderators, and their hypothesized relationships within the CBC intervention was chosen to embrace the approach. Developing and testing theories in the social and educational sciences requires speculation and exploration of mechanisms of change.Ecological-systems theory views children’s development within the context of interactions (e.g., the child/family system interacting with the school [the mesosystem]; Rimm-Kaufman & Pianta, 2000). Development is optimal when effective connections and continuities among these systems are created. A cultural-ecological frameworkrecognizes the pervasive role of ethnicity and cultural factors, such as immigration and acculturation, in shaping cultural ecologies and adaptive choices (Szapocznik & Coatsworth, 1999). Guided by these frameworks, CBC intentionally promotes a culturally responsive “match” among the child, home, and school systems by creating connections that are appropriate, coordinated, and supportive of optimal social-behavioral and educational outcomes for students


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