Ecological Systems and Complexity Theory: Toward an Alternative Model of Accountability in Education

Authors

  • Eileen S. Johnson

DOI:

https://doi.org/10.29173/cmplct8777

Abstract

The call for accountability within education has led to the increased examination of the academic achievement of students across the nation. Too often, however, schools and school districts are scrutinized by means of overly simplistic linear models that fail to consider the complexity of interactions that result in student achievement. This paper postulates that student achievement is instead best understood as a developmental outcome that emerges as a result of interactions among layers within a complex system. Organizations such as schools can be modeled using Bronfenbrenner’s ecological systems and analyzed using complexity theory as an appropriate and useful alternative to the linear models that often form the basis of educational research and policy. Key elements of both Bronfenbrenner’s ecological-contextual theory and complexity are explained and applied at the level of an individual school.

Author Biography

Eileen S. Johnson

Eileen Johnson is an assistant professor in the department of educational leadership at Oakland University where she teaches graduate courses in research methods, learning theory, and philosophy and ethics of leadership. Her current research interests include the application of complexity theory and systems models to educational processes and practice, and understanding the impact of sociocultural influences and disciplinary training on psycho-epistemological style.

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Published

2008-07-01

Issue

Section

Research Articles