Please check" Uses and Misues of Bronfenbrenner'sBioecological Theory of Human Development by JONATHAN R. H. TUDGE, IRINA MOKROVA, BRIDGET E. HATFIELD, AND RACHANA B. KARNIK on http://www.uncg.edu/hdf/facultystaff/Tudge/Tudge,%20Mokrova,%20Hatfield,%20%26%20Karnik,%202009.pdf. The theory in its mature form

The Handbook of Child Psychology, Theoretical Models of Human Development edited by William Damon, Richard M. Lerne (2006) might be a good place to look. Spencer's (1995) Phenomenological Variant of Ecological Systems Theory builds off of several theories, so this might be a beneficial len to use.

Please check the book: Children by J. Santrock, McGraw Hill (11th edition). You have there a clear description of Bronfenbrenner's theory.

It is not recent but you can have a look at this: MILLER S. A., (1988), Parents' Beliefs about Children's Cognitive Development. Child Development, 59 (2), 259-285

It quotes purportedly Bronfenbrenner to explain how (parent's) ideas work as the environment children have to adjust to. Although it is not the closest environment.

You can apply the approach to your specific subject, or simply quote it as relying on Bronfenbrenner.

It looks like you are using Bronfenbrenner's ideas because they are ecological and systemic. If so, I think you are on the right track and I hope we get more scholars thinking about systemic effects of these kinds of decisions and policies.

I think it´s the right thing to do. One of the main aspects of home schooling is that formal education, that traditionally belonged to the system "school", now moves to the micro-system "family". Everything changes then. Which role each system plays? Who rules in education? How does it affect the children in terms of socialization and learning? What is it showing to the macro-system? Does home schooling show up to balance their failures? It´s a very interesting social change.

Go ahead and let us know!

jason, I m very sorry: it was Murphey, D. (1992). Constructing the Child: Relations between Parents’ Beliefs and Child Outcomes. DEVELOPMENTAL REVIEW 12, 199-232 (1992)

REVIEW.

quoting bronfenbrenner. so sorry

Jason, I think this is an excellent theory to use to support this review you would like to do. I agree with Irene...because home school firmly lodges within the family home, one could look at it from a microsystem perspective (family interaction at an education level) how family members interact. Home schooling also fits within other systems as forming part of the system of education (like an education department). I think what is important is the inter and intra interactions and connections between the systems over time which you need to bring out in your review as this was central to this theory. Good luck and keep us informed.

Deducing from the views given above use of the lens will give the study a high ecological validity

A couple of things you may want to pay attention to in Bronfenbrenner's approach are those of: (1) the chronosystem may include the developmental history and experiences of the individual (genotypic development), and the experiences shared with the cohort of which the individual is a part; and (2) the importance of reciprocal determinism in the relationships among levels of analysis. That is, individuals within microsystems bring with them indiividual experiences (developmental history) and experiences shared with their age, gender, sex, cohorts; and the levels of analysis mutually influence each other. As a result, our focus can be on the context (levels of analysis), rather than just the indidviduals moving through the various systems. Other systems properties (relational perspective, non-reductionism, non-linear relationships, feedback loops, stocks and flows, etc., may thus become important).

Your review sounds very interesting. Great idea about considering the influence of colonialism via the chronosystem could reveal some key values either passed down or intentionally omitted by certain families as they decide to adopt home schooling. Don't forget to talk about the variety of or lack of social networks (exosystem) that could influence the development of content in home schooling. Also, think about how home schooling may cut or diminish the relationship between the public or formal education system and the family (part of the mesosystem) and how that will affect the way home schooling develops.Good luck.

You might want to check out Barron's work on "Learning Ecology" (http://life-slc.org/docs/barron-self-sustainedlearning.pdf) in which she borrows from Bronfenbrenner to apply to a person's education and learning.

Please check" Uses and Misues of Bronfenbrenner'sBioecological Theory of Human Development by JONATHAN R. H. TUDGE, IRINA MOKROVA, BRIDGET E. HATFIELD, AND RACHANA B. KARNIK on http://www.uncg.edu/hdf/facultystaff/Tudge/Tudge,%20Mokrova,%20Hatfield,%20%26%20Karnik,%202009.pdf. The theory in its mature form

@Imelda-Kemeza: Thank you somuch for the pdf. THIS is what I am looking for. I need to see how Bronfrenbrenner's theory should be used as a framework. Tudge, et.al really made it more explicit and understandable by providing case analyses of existing researches. Thank you so much!

It is my pleasure. Lets hope our write ups will measure to Bronfrenbrenner's theory

I appreciate Imelda's contribution! Brofenbrenner is so used and abused in educational research in part because it isn't understood as a theory of human development and all of the assumptions that come with that. Very often the epistemological dimensions of theory is ignored and the theory grafted into the perspectives of researchers with little understanding of or value for the nature of the theory....this is not valid research folks and needs to be identified as such....

I find the practical application of the theory, a challenge . However, we are in the process of collecting community contexts to use with other relevant micro and macro variables to model early child development outcomes. The use and misuse... is a very good article.

If you are looking at recent iterations of Brofenbrenner such as Santrock, W, J. (2008) Life-span development (11th ed). New York, America: McGraw Hill. which uses a Life-span developmental approach it becomes critical to operationalize these systems. So much depends on what you are looking at and usually educators want to look at everything and often that isn't really productive because there is little incentive to "fix" whole system aspects of these problems....what role did colonialism play at what time for which class, ethnic group, institution, etc etc.