Handbook of research on schools, schooling, and human development:
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
New York [u.a.]
Routledge
2010
|
| Ausgabe: | 1. publ. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | XVII, 515 S. graph. Darst. |
| ISBN: | 9780805859485 9780805859492 |
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Datensatz im Suchindex
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|---|---|
| adam_text | CONTENTS LIST OF FIGURES LIST OF TABLES PREFACE ACKNOW LEDGMENTS PART I
INTRODUCTION SCHOOLS AS A CONTEXT OF HUMAN DEVELOPMENT 1UDITH L. MEECE
AND VICTORIA A. SCHAEFER XL XLLL XV XVLL 1 3 2 AN ECOLOGICAL VIEW OF
SCHOOLS AND DEVELOPMENT 1ACQUELYNNE S. ECCLES AND ROBERT W ROESER 6 PART
II CLASSROOM CONTEXTS 23 3 4 5 6 7 CLASSROOM ENVIRONMENTS AND
DEVELOPMENTAL PROCESSES: CONCEPTUALIZATION AND MEASUREMENT BRIDGET K.
HAMRE AND ROBERT C. PIANTA LINKING THE CLASSROOM CONTEXT AND THE
DEVELOPMENT OF CHILDREN S MEMORY SKILLS PETER ORNSTEIN, 1ENNIFER
COFFMAN, 1ENNIE GRAMMER, PRISCILLA SAN SOUCI, AND LAURA MCCALL
LEARNER-CENTERED PRACTICES: PROVIDING THE CONTEXT FOR POSITIVE LEARNER
DEVELOPMENT, MOTIVATION, AND ACHIEVEMENT BARBARA MCCOMBS STUDENTS
RELATIONSHIPS WITH TEACHERS KATHRYN R. WENTZEL THE CHALLENGES AND
PROMISE OF RESEARCH ON CLASSROOM GOAL STRUCTURES TIM URDAN 25 42 60 75
92 PART III SCHOOLS AS SODAL CONTEXT FOR DEVELOPMENT 109 8 9 10 SCHOOL
CONTEXTS THAT PROMOTE STUDENTS POSITIVE DEVELOPMENT VICTOR BATTISTICH
SCHOOL CONTEXTS AND THE DEVELOPMENT OF ADOLESCENTS PEER RELATIONS 1ILL
V. HAMM AND LEI ZHANG INDIVIDUAL AND CONTEXTUAL INFLUENCES ON BULLYING:
PERPETRATION AND VICTIMIZATION DOROTHY L. ESPELAGE, MELISSA K. HOLT, AND
V. PAUL POTEAT VII 111 128 146 PART IV DEVELOPMENTAL EFFECTS OF SEHOOL
TRANSITIONS II THE TRANSITION TO SCHOOL IN RURAL AMERICA: A FOCUS ON
LITERACY LYNNE VERNON-FEAGANS, KATHLEEN C. GALLAGHER, AND KIRSTEN KAINZ
12 LITERACY DEVELOPMENT IN THE TRANSITION TO SCHOOL: AN INTEGRATIVE
FRAMEWORK FREDERICK J. MORRISON AND CAROL MCDONALD CONNOR 13 MIDD1E
SCHOOL TRANSITIONS AND ADO1ESCENT DEVELOPMENT ERIC M. ANDERMAN AND
CHRISTIAN E. MUELLER 14 BRINGING RIGOR TO THE STUDY OF RIGOR: ARE
ADVANCED PLACEMENT COURSES A USEFUL APPROACH TO INCREASING COLLEGE
ACCESS AND SUCCESS FOR URBAN AND MINORITY YOUTHS? MELISSA RODERICK AND
GINGER STOKER PART V SEHOOLING AND EDUEATIONAL EQUITY 15 SOCIOECONOMIC
STATUS: ITS BROAD SWEEP AND LONG REACH IN EDUCATION DORIS R. ENTWISLE,
KARL L. ALEXANDER, AND LINDA S. OLSON 16 EXPECTATIONS, STEREOTYPES, AND
SELF-FULFILLING PROPHECIES IN CLASSROOM AND SCHOOL LIFE CLARK MCKOWN,
ANNE GREGORY, AND RHONA S. WEINSTEIN 17 THE SCHOOLING OF AFRICAN
AMERICAN CHILDREN STEPHANIE 1. ROWLEY, BETH KURTZ-COSTES, AND SHAUNA M.
COOPER 18 PARENTAL AND SCHOOL INFLUENCES PROMOTING ACADEMIC SUCCESS
AMONG LATINO STUDENTS ROSARIO CEBALLO, MARISELA HUERTA, AND QUYEN
EPSTEIN-NGO 19 SCHOOLING, CULTURAL DIVERSITY, AND STUDENT MOTIVATION
REVATHY KUMAR AND MARTIN L. MAEHR PART VI SEHOOL ORGANIZATION AND
EDUEATIONAL POLIEY 161 163 185 198 216 235 237 256 275 293 308 325 20 21
22 23 24 25 ISSUES IN STUDYING THE EFFECTS OF RETAINING STUDENTS WITH
HIGH-STAKES PROMOTION TESTS: FINDINGS FROM CHICAGO ELAINE ALLENSWORTH
AND JENNY NAGAOKA SCHOOL CALENDARS AND ACADEMIC ACHIEVEMENT HARRIS
COOPER, GEOFFREY BORMAN, AND RON FAIRCHILD DEVELOPMENTAL AND EDUCATIONAL
ROLE OF RECESS IN SCHOOL ANTHONY PELLEGRINI AND DANIELLE DUPUIS PROTECT,
PREPARE, SUPPORT, AND ENGAGE: THE ROLES OF SCHOOL-BASED EXTRACURRICULAR
ACTIVITIES IN STUDENTS DEVELOPMENT BONNIE L. BARBER, MARGARET R. STONE,
AND JACQUELYNNE S. ECCLES AFTER-SCHOOL PROGRAM PARTICIPATION AND
CHILDREN S DEVELOPMENT JOSEPH L. MAHONEY, MARIA E. PARENTE, AND EDWARD F
ZIGLER PARENTS INVOLVEMENT IN CHILDREN S SCHOOLING: A CONTEXT FOR
CHILDREN S DEVELOPMENT EVA M. POMERANTZ AND ELIZABETH A. MOORMAN 327 342
356 366 379 398 CONTENTS PART VII SCHOOL-BASED INTERVENTIONS IX 417 26
27 28 29 30 THE YALE CHILD STUDY CENTER SCHOOL DEVELOPMENT PROGRAM
JARNES P CORNER SUCCESS FOR ALL: PREVENTION AND EARLY INTERVENTION IN
SCHOOL- WIDE REFORM ROBERT E. SLAVIN AND NANCY A. MADDEN THE TALENT
DEVELOPMENT MIDDLE GRADES MODEL: A DESIGN FOR IMPROVING EARLY
ADOLESCENTS DEVELOPMENTAL TRAJECTORIES IN HIGH-POVERTY SCHOOLS DOUGLAS
J. MAC [VER, ALLEN RUBY, ROBERT W BALFANZ, LESLIE JONES, FRAN SION,
MARIA GARRIOTT, AND VAUGHAN BYRNES THE IMPACT OF CONCEPT-ORIENTED
READING INSTRUCTION ON STUDENTS READING MOTIVATION, READING ENGAGEMENT,
AND READING COMPREHENSION ALLAN WIGFIELD AND JOHN T. GUTHRIE TAKING
STEPS TOWARD POSITIVE SOCIAL RELATIONSHIPS: A TRANSACTIONAL MODEL OF
INTERVENTION KARIN S. FREY AND SUSAN B. NOLEN CONTRIBUTORS INDEX 419 434
446 463 478 497 501
Children spend more time in school than in any social institution outside the home and schools probably exert
more influence on children s development and life chances than any environment beyond the home and neighbor¬
hood. The purpose of this book is to document some important ways schools influence children s development
and to describe various models and methods for studying schooling effects. Key features include:
Comprehensive Coverage—This is the first book to provide a comprehensive review of what is known
about schools as a context for human development. Topical coverage ranges from theoretical foundations to
investigative methodologies and from classroom-level influences such as teacher-student relations to broader
influences such as school organization and educational policies.
Cross-Disciplinary—This volume brings together the divergent perspectives, methods, and findings of schol¬
ars from a variety of disciplines, among them educational psychology, developmental psychology, school
psychology, social psychology, psychiatry, sociology, and educational policy.
Chapter Structure—To insure continuity, chapter authors
1)
describe how schooling influences are concep¬
tualized,
2)
identify their theoretical and methodological approaches,
3)
discuss the strengths and weaknesses
of existing research, and
4)
highlight implications for future research, practice, and policy.
Methodologies
—
Chapters included in the text feature various methodologies including longitudinal studies,
hierarchical linear models, experimental and quasi-experimental designs, and mixed methods.
|
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| discipline | Pädagogik Psychologie |
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| spellingShingle | Handbook of research on schools, schooling, and human development Entwicklungspsychologie (DE-588)4014963-8 gnd Schulpsychologie (DE-588)4077212-3 gnd Erziehung (DE-588)4015482-8 gnd Sozialpsychologie (DE-588)4055891-5 gnd |
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| title | Handbook of research on schools, schooling, and human development |
| title_auth | Handbook of research on schools, schooling, and human development |
| title_exact_search | Handbook of research on schools, schooling, and human development |
| title_full | Handbook of research on schools, schooling, and human development ed. by Judith L. Meece ... |
| title_fullStr | Handbook of research on schools, schooling, and human development ed. by Judith L. Meece ... |
| title_full_unstemmed | Handbook of research on schools, schooling, and human development ed. by Judith L. Meece ... |
| title_short | Handbook of research on schools, schooling, and human development |
| title_sort | handbook of research on schools schooling and human development |
| topic | Entwicklungspsychologie (DE-588)4014963-8 gnd Schulpsychologie (DE-588)4077212-3 gnd Erziehung (DE-588)4015482-8 gnd Sozialpsychologie (DE-588)4055891-5 gnd |
| topic_facet | Entwicklungspsychologie Schulpsychologie Erziehung Sozialpsychologie Aufsatzsammlung |
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