What Is Brronfenbrenner's Case Study

Slide 10– Upper Primary (Years 4-7) Throughout upper primary, it becomes increasing evident that Tim is from a low SES environment. Numerous teachers have documented Tim’s regular absences, which Goodman and Spencer (2002) state will cause an increase in the achievement gap between Tim and his peers. Tim’s teacher often encourages Tim’s mother to volunteer within the classroom to build a positive and supportive partnership. However, Tim’s mother is very reluctant and unwilling to engage with the school and the community. Tim is often dropping off and collecting his younger siblings from their classrooms. Consequently, teachers at the school very rarely interact with Tim’s mother.

Information on Slide 10 – Did you know....Students from low SES backgrounds often experience higher levels of emotional and behavioural difficulties, including anxiety, depression, attention-deficit/hyperactivity disorder, and conduct disorders compared to wealthier peers (Weissman et al., 1984; Goodman, 1999; Spencer et al., 2002).

Regular parental involvement in school assist

Using Bronfenbrenner’s model, it is clear that Tim’s educational experiences and development throughout primary and middle school have been determined by the different contexts directly and indirectly involved in Tim’s life. As Tim progresses through middle school he interacts with positive influences that are outside his microsystem. In Year 9, Tim interacts with a specialist Art teacher as he is very creative and enjoys studying Visual Art. This teacher directly works together with Tim to develop his passion and enjoyment for the subject as well as implements intervention strategies to prevent Tim from dropping out of school. Tim begins to feel proud of his achievements and enjoys coming to Art lessons. This influence change can be seen as Tim’s Mesosystem and Exosystem as Tim is beginning to explore the context of his new settings (Bronfenbrenner,