Ecological Pedagogy is the “Pedagogy of the whole”. It assumes a continuous interaction between the individual and his or her environment (e.g. Bronfenbrenner (1977)). Traditionally, Pedagogy has been aimed at separate aspects, such as the school, the family, the neighbourhood or government policies. By contrast, Ecological Pedagogy is characterised by an integral approach. The perspectives of children, parents, educators and other stakeholders are in the middle and are approached by taking into account all their important interrelations. In this essay, a plea ismade for a broad research perspective in Ecological Pedagogy in which qualitative and quantitative methods are treated by addressing their similarities rather than their differences.
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The concepts punitiveness and rehabilitation orientation in the general public are generally measured by rather broad attitude items that are not directly related to probation. In this study, two separate attitude scales were used that were tailor-made for the probation context and therefore have a high ecological validity. These ‘ecological scales’ were each analysed with the same predictor set. Cognitive emotive variables showed incremental prediction above demographics. Higher knowledge of probation and more satisfaction with society are related to a higher preference for rehabilitation. Less knowledge of probation and a higher feeling of victimization are related to a more punitive attitude.
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In this paper the concept of "ecological personality scales" is introduced. These are contextualized inventories with a high ecological validity. They are developed in a bottom-up or qualitative way and combine a relatively high trait specificity with a relatively high situational specificity. An ecological conscientiousness or time management scale for Ph.D. candidates was developed. It significantly predicted Ph.D. performance criteria and showed incremental validity beyond Big Five (Study 1) and narrow trait and frame-of-reference scales (Study 2). These findings suggest that an ecological approach may contribute to further improving the criterion validity of personality measures
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