This book explores the concept of school belonging in adolescents from a socio-ecological perspective, acknowledging that young people are uniquely connected to a broad network of groups and systems within a school system. Using a socio-ecological framework, it positions belonging as an essential aspect of psychological functioning for which schools offer unique opportunities to improve. It also offers insights into the factors that influence school belonging at the student level during adolescence in educational settings.
Taking a socio-ecological perspective and drawing from innovative research methods, the book encourages researchers interested in school leadership to foster students’ sense of belonging by developing their qualities and by changing school systems and processes
Inhoudsopgave
Chapter 1: General Introduction.- 1.1 The Benefits of General Belonging.- 1.2 The importance of Belonging during Adolescence.- 1.3 An Overview of the text.- Chapter 2: What is School Belonging?.- 2.1 In Pursuit of a Definition.- 2.2 Other Terminology.- 2.3 Theoretical Underpinnings.- 2.4 A Socio-Ecological Approach to School Belonging.- 2.5 The Levels of the Socio-Ecological System Analysed in the text.- 2.6 Why We Need to Study School Belonging.- 2.7 A Research-Practice Gap.- Chapter 3: Literature Review Outlining the Major Influences of School Belonging.- 3.1 Existing Reviews of School Belonging.- 3.2 Measurements of Belonging.- 3.3 Salient Themes of School Belonging.- 3.4 A Note on Causal Relationships.- Chapter 4: Meta-Analysis of the Major Influences of School Belonging.- 4.1 Using Meta-analysis to Explore School Belonging.- ^sion Statements.- 5.2 The Focus of Schools: Academics and beyond.- 5.3 What do School Priorities Mean for School Belonging?.- Chapter 6: School Belongingand Student Achievement.- 6.1 School belonging and academic achievement.- 6.2 Implications for School Belonging.- Chapter 7: A Multi-level Framework of School Belonging.- 7.1 The Socio-Ecological Framework of School Belonging.- 7.2 Evidence-Based Practices that Promote School Belonging.- 7.3 Strengths and Limitations of the Framework.- 7.4 Future Research.- Chapter 8: Overall Discussion.- 8.1 Summary of the text.- 8.2 The Main Issue Revisited.- 8.3 Reconceptualising School Belonging.- 8.4 Final Conclusions.- References.- Appendices.
Over de auteur
Dr Kelly Allen is an endorsed Educational and Developmental Psychologist and Fellow of the University of Melbourne. She is nationally and internationally recognised both as a researcher and practitioner in social connectedness, belonging, and social and emotional learning, and for her translation of this expertise within educational contexts. Dr Allen holds sessional academic positions within the Melbourne Graduate School of Education, The University of Melbourne, and the School of Psychology, Charles Sturt University and provides professional supervision to psychologists at different stages of career in private practice and schools. Dr Allen has contributed numerous publications and has presented at national and international conferences. Dr Allen’s professional standing is verified by her full membership of the Australian Psychological Society and College of Educational and Developmental Psychologists, where she has held numerous positions on the National committee and Executive, and her representation of Australia and New Zealand on the committee of the Status of International Affairs with the American Psychological Society, Division 15 (Education Psychology).
Dr. Margaret L. Kern (aka Peggy) is a senior lecturer at the Centre for Positive Psychology within The University of Melbourne’s Graduate School of Education. She received her undergraduate degree from Arizona State University, a masters and Ph D in social/ personality psychology from the University of California, Riverside, and postdoctoral training from the University of Pennsylvania. Dr Kern’s research focuses on understanding, measuring, and supporting wellbeing across the lifespan. She incorporates a lifespan perspective, mixed methodologies, and interdisciplinary collaboration. She works with schools and workplaces, and considers strategies for bridging gaps between research and practice. She has published over 50 peer-reviewed articles and chapters.
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