The flexible environment of nonformal primary schools in a community context in Bangladesh facilitates the individual development of young people who would otherwise be excluded from the school system. This paper aims to explore the features of institutional and wider context which support this nonformal learning environment, as well as…

The integration of art and instruction at the secondary level has not been promoted as a school reform as much as it might be. One reason for the lack of attention paid to the integration of arts and academics may be that the relationship between leadership traits and this interdisciplinary approach has not been defined. The purpose of this study…

High-quality out-of-school-time (OST) programs have a positive effect on youth development, but many cities have found it difficult to address the challenges of expanding and improving the quality of programs offered to underserved and high-need students. In response, The Wallace Foundation sponsored an initiative to help five cities increase…

Emerging adulthood is a period in which profound role changes take place across a number of life domains including finance, romance, and residence. On the basis of dynamic systems theory, change in one domain should be related to change in another domain, because the concept of development according to this approach is a relational one. To…

The Systems Theory Framework (STF) facilitates the inclusion of relevant aspects of multiple existing theories within an integrated framework, wherein relevance and meaning is decided upon by each individual. Patton and McMahon emphasise that the application of the Systems Theory Framework in integrating theory and practice is located within the…

From his review of research on consultation, Zins (1995) concluded (a) that a paradigm shift to a more prevention-oriented approach was necessary; (b) that systems-level consultation held significant potential; and (c) that systems-level consultation had the most data to support its use in preventive efforts. This commentary reviews promising…

The adherence of traditional developmental theories to a linear paradigm is incompatible with the nature of "spirit". Dynamic Systems Theory (DST), a recent contributor to understanding child development, offers an alternative which avoids these paradigmatic limitations. Concepts of agency, "top-down" causality, emergence and…

The purpose of this study was to generate a snapshot profile of the teaching and learning environment in each of five schools in Cape Town, South Africa. The generated profile would in turn facilitate the identification of critical, localized and systemic factors that might be targeted by a whole school intervention programme to improve the…

Technical assistance (TA) has long been a standard, overarching strategy for assisting, states, agencies, family members, and practitioners with building capacity for service and system change initiatives. But, what is meant by the term "technical assistance"? What is known about the technical assistance strategies that are likely to…

This paper examines the psychological well-being of high school adolescents immigrating from Russia and Ukraine to Israel without parents. Data were collected in a 3-year longitudinal study that covered the premigration through postmigration periods. Immigrant adolescents were compared with nonemigrating adolescents in Russia and Ukraine.…

Five key but integrated functions of the educational technologist are identified and described in detail: learning consultant, educational materials producer, manager of learning resources, educational systems developer, and educational planner. (Author/HB)

Important in the study of rhetorical history, systems theory advocates the reading of rhetorical works in their original climates, employing a macroscopic perspective and defining research problems with reference to rhetorical systems, including the rhetoric embodied in the treatise as well as in other treatises of the place or period. The total…

The Commission on Instructional Technology, in their deliberations, must face a current pessimism among those involved in adapting technology to education. C. F. Hoban lists a number of factors that are responsible for this, and which indicate that many problems of instructional technology are not intrinsic and peculiar to it, but are part of…