Abstract
Abstract
This paper describes the development of the Flourishing Classroom System Observation Framework and Rubric, which provides a framework and practical approach to defining and describing multiple interconnected observable characteristics of a classroom system that individually and together can be targeted to cultivate collective flourishing within schools. Beginning with a working theoretical model based on existing literature, a three-round Delphi study was used to develop the framework and related rubric. In round 1, 35 experts answered open-ended questions regarding observable behaviours of collective wellbeing in the classroom. Analysis of responses resulted in a framework with five dimensions, each with three sub-dimensions. In round 2, 23 experts sorted and categorised statements that potentially described each of the 15 sub-dimensions. Analyses created definitions of each sub-dimension and statements describing how they manifest for teachers, students, and the class, along with a description of the learning environment for each dimension. In round 3, 18 experts reviewed the definitions and descriptions, resulting in a final 15-dimension framework with a related rubric of 45 descriptive statements. The resulting framework and rubric provide an organising structure to identify observable system elements that shape a flourishing classroom culture.
Publisher
Springer Science and Business Media LLC
Reference84 articles.
1. Allison, L., Waters, L., & Kern, M. L. (2020). Flourishing classrooms: Applying a systems-informed approach to positive education. Contemporary School Psychology, 2 https://doi.org/10.1007/s40688-019-00267-8
2. American Psychiatric Association. (2018). What is mental illness.
3. Apter, B., Arnold, C., & Swinson, J. (2010). A mass observation study of student and teacher behaviour in British primary classrooms. Educational Psychology in Practice, 26(2), 151–171. https://doi.org/10.1080/02667361003768518
4. Atkinson, S., Bagnall, A., Corcoran, R., & South, J. (2017). What is community wellbeing? Conceptual review. https://eprints.leedsbeckett.ac.uk/id/eprint/5237/
5. Bahr, N., & Mellor, S. (2016). Building quality in teaching and teacher education.
Cited by
2 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献