Faculty of Education - Research Publications

Permanent URI for this collection

http://hdl.handle.net/11343/161

Filters

2021 - 2022 2
Reset filters

Settings
Statistics
Citations
Type: Journal Article × Author: Kern, Margaret × Author: Waters, Lea × Start date: 2020 × End date: 2022 ×

Search Results

Now showing 1 - 2 of 2
  • Item
    Thumbnail Image
    Development of the Flourishing Classroom System Observation Framework and Rubric: a Delphi Study
    Allison, L ; Kern, ML ; Jarden, A ; Waters, L (Springer Science and Business Media LLC, 2022-07-30)
    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.
  • Item
    Thumbnail Image
    Flourishing Classrooms: Applying a Systems-Informed Approach to Positive Education
    Allison, L ; Waters, L ; Kern, ML (Springer, 2021-12)
    Although positive education has made significant progress towards fostering student wellbeing at the individual level through the application of positive psychology interventions, adopting a systems-informed perspective will support the field to also approach wellbeing at the classroom and collective levels. Arguably, this approach will promote a more widespread and sustained level of wellbeing in schools. The current conceptual paper focuses on how the classroom as a system can be used as a powerful context to create collective wellbeing. We define group-level flourishing, explain how a systems-informed perspective allows classrooms to create collective wellbeing, introduce the Flourishing Classroom Systems Model, and consider implications and applications of this model.