Handbook of Research on Schools, Schooling and Human Development

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Sonst. Personen	Meece, Judith L. (Hrsg.); Eccles, Jacquelynne S. (Hrsg.)
Titel	Handbook of Research on Schools, Schooling and Human Development
Quelle	(2010), (536 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-8058-5948-5
Schlagwörter	Guides; Educational Research; Child Development; Teacher Student Relationship; School Organization; Educational Policy; Interdisciplinary Approach; Educational Psychology; School Psychology; Social Psychology; Educational Sociology; Longitudinal Studies; Research Design; Mixed Methods Research; Educational Environment; Memory; Student Centered Learning; Adolescent Development; Peer Relationship; Student Diversity; Bullying; Rural Schools; Low Income Students; Advanced Placement; College Preparation; Access to Education; Urban Youth; Minority Group Students; Socioeconomic Status; Stereotypes; Academic Achievement; Cultural Pluralism; Student Motivation; Recess Breaks; Extracurricular Activities; After School Programs; Parent Participation; Intervention; Prevention; Educational Change; Reading Instruction + Suchen Sie Ihr Suchwort? Handbuch; Leitfaden; Bildungsforschung; Pädagogische Forschung; Kindesentwicklung; Teacher student relationships; Lehrer-Schüler-Beziehung; School organisation; Schulorganisation; Politics of education; Bildungspolitik; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Erziehungspsychologie; Pädagogische Psychologie; Schulpsychologie; Sozialpsychologie; Bildungssoziologie; Erziehungssoziologie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Forschungsdesign; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Gedächtnis; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Peer-Beziehungen; Mobbing; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Education; Access; Bildung; Zugang; Bildungszugang; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Socio-economic status; Sozioökonomischer Status; Klischee; Schulleistung; Kulturpluralismus; Schulische Motivation; Aktive Pause; Außerunterrichtliche Aktivität; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Elternmitwirkung; Prävention; Vorbeugung; Bildungsreform; Leseunterricht
Abstract	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 neighbourhood. 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: (1) 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; (2) Cross-Disciplinary: this volume brings together the divergent perspectives, methods and findings of scholars from a variety of disciplines, among them educational psychology, developmental psychology, school psychology, social psychology, psychiatry, sociology, and educational policy; (3) Chapter Structure: to ensure continuity, chapter authors describe: (1) how schooling influences are conceptualized; (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; and (4) Methodologies: chapters included in the text feature various methodologies including longitudinal studies, hierarchical linear models, experimental and quasi-experimental designs, and mixed methods. Contents include: (1) Introduction (Judith L. Meece and Victoria A. Schaefer); (2) Schools as Context for Human Development (Jacquelynne Eccles and Robert Roeser); II. Classroom Contexts: (3) Classroom Environments and Developmental Processes: Conceptualization, Measurement, & Improvement (Bridget K. Hamre and Robert Pianta); (4) Linking the Classroom Context and the Development of Children's Memory Skills (Peter Ornstein, Jennifer Coffman, Laura McCall, Jennie Grammer, and Priscilla San Souci); (5) Learner-Centered Practices: Providing the Context for Positive Learner Development, Motivation, and Achievement (Barbara McCombs); (6) Teacher-Student Relationships and School Adjustment (Kathyrn Wentzel); (7) Classroom Goal Structures, Motivation, and Learning (Timothy Urdan); III. Schools as Social Context for Development: (8) Schools Contexts that Promote Student's Positive Development (Victor Battistich); (9) The Multilevel Nature of Adolescent Peer Relations in Ethnically Diverse Schools (Jill V. Hamm and Lei Zhang); (10) The School Context, Bullying, and Victimization (Dorothy Espelage, Melissa Holt, and Paul Poteat); IV. Developmental Effects of School Transitions: (11) Early School Transition of Rural Poor Children (Lynne Vernon-Feagans, Kathleen Gallagher, and Kirsten Kainz); (12) Literacy Development in the Transition to School: An Integrative Framework (Frederick Morrison and Carol Connor); (13) Middle School Transitions & Adolescent Development: Disentangling Psychological, Social, and Biological Effects (Eric Anderman and Christian 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); V. Schooling & Educational Equity: (15) The Long Reach of Socioeconomic Status in Education (Doris Entwisle, Karl Alexander, and Linda Olson); (16) Stereotypes & Expectations in the Classroom: Interpersonal vs. Group-Based Expectancy Processes across Domains of Functioning (Clark McKown, Anne Gregory, and Rhona Weinstein); (17) The Role of Schooling in Ethnic Minority Achievement and Attainment (Stephanie Rowley, Beth Kurtz-Costes, and Shauna M. Cooper); (18) Schooling Experiences of Latino Students (Rosemary Ceballo, Marisela Huerta, and Quyen Epstein Ngo); (19) Schooling, Cultural Diversity, and Student Motivation (Revathy Kumar, and Martin Maehr); VI. School Organization and Educational Policy: (20) Grade Retention, Student Achievement, & High School Dropout: Results of Chicago School Project (Elaine Allensworth and Jennifer Nagako); (21) School Calendars and Academic Achievement (Harris Cooper, Geoffrey Borman, and Ron Fairchild); (22) Developmental and Educational Role of Recess in School (Anthony Pellegrini and Danielle Dupuis); (23) Protect, Prepare, Support, and Engage: The Roles of School-Based Extracurricular in Students' Development (Bonnie Barber, Margaret Stone, and Jacquelynne Eccles); (24) After-School Program Engagement and In-School Competence: Program Quality, Content, and Staffing (Joseph Mahoney, Maria E. Parente, and Edward Zigler); (25) Parents' Involvement in Children's Schooling: A Context for Youth's Positive Development (Eva Pomerantz and Elizabeth Moorman); VII. School-Based Interventions: (26) Comer School Development Program (James Comer); (27) Success for All: Prevention and Intervention in Schoolwide Reform (Robert Slavin and Nancy Madden); (28) Talent Development Model in the Middle School (Douglas Mac Iver, Robert W. Balfanz, Allen Ruby, and Vaughn Byrnes); (29) Concept-Oriented Reading Instruction (Allan Wigfield and John Guthrie); and (30) Taking "Steps" to Effect Ecological Change: A Transactional Analysis of Social Competence and Bullying Prevention Programs (Karin Frey and Susan Nolen). (ERIC).
Anmerkungen	Routledge, Taylor & Francis Group. 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; e-mail: cserve@routledge-ny.com; Web site: http://www.routledge.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01