Promoting Ecological Approaches to Educational Issues: Evidence from a Partnership around Chronic Absenteeism in Detroit
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| Title: | Promoting Ecological Approaches to Educational Issues: Evidence from a Partnership around Chronic Absenteeism in Detroit |
|---|---|
| Language: | English |
| Authors: | Lenhoff, Sarah Winchell (ORCID |
| Source: | Peabody Journal of Education. 2022 97(1):87-97. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Attendance Patterns, Truancy, Ecological Factors, Social Problems, Intervention, School Districts, Strategic Planning |
| DOI: | 10.1080/0161956X.2022.2026723 |
| ISSN: | 0161-956X |
| Abstract: | Many problems that we conceptualize as "educational" have multiple causes that cut across students' ecosystems. Yet, most education reforms are targeted narrowly at schools, educators, and students. Supporting educators and community leaders in conceptualizing educational problems from an ecological perspective and designing policies in alignment with that conceptualization is critical to improving student outcomes. This study documents the macro-, meso-, and micro-level institutional conditions that shaped how educators and community leaders conceived of the problem of absenteeism in response to research framed ecologically. Our findings highlight the challenges researchers may have in influencing ecosystemic policy solutions, but they also provide insight into potential pathways for doing so through research partnerships. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1332568 |
| Database: | ERIC |
| Abstract: | Many problems that we conceptualize as "educational" have multiple causes that cut across students' ecosystems. Yet, most education reforms are targeted narrowly at schools, educators, and students. Supporting educators and community leaders in conceptualizing educational problems from an ecological perspective and designing policies in alignment with that conceptualization is critical to improving student outcomes. This study documents the macro-, meso-, and micro-level institutional conditions that shaped how educators and community leaders conceived of the problem of absenteeism in response to research framed ecologically. Our findings highlight the challenges researchers may have in influencing ecosystemic policy solutions, but they also provide insight into potential pathways for doing so through research partnerships. |
|---|---|
| ISSN: | 0161-956X |
| DOI: | 10.1080/0161956X.2022.2026723 |
