Most contributions to this volume originated as papers given at an inter national conference on Integrative Perspectives on Youth Development held in Berlin (West) in May, 1983. This conference was part of a 6-year longi tudinal research program on the causes of substance use among adolescents in Berlin, which is now in its fourth year. The conference title deliberately did not refer to substance use. However, its relevance to an explanation of drug-related problem behavior was made evident to everyone invited to the conference. The search for integrative perspectives in youth development originated in a dilemma that became obvious during the planning of intensive research on concomitants of substance use. In the methodology for research on youth development, there were two lines of thought that seemed completely unre lated to each other: One line of thought was oriented toward the person, leaving situational aspects aside, while the other concentrated on ecological or situational determinants and thus neglected the aspects of development and internal processes. The integration of both these directions seemed to be an unusually promising approach for any project that aimed to understand changes in the individual within a rapidly changing urban setting. The best way to come closer to a resolution of that dilemma seemed to be an intensive exchange between the American and European scientific communities on this issue.
Author: Martina S. Horner,Malkah T. Notman,Carol C. Nadelson
Publisher: Springer Science & Business Media
Category: Social Science
This book is a compilation and update of a group of provocative papers presented at the Radcliffe College invitational conference, "Perspectives on the Patterns of an Era: Family, Work, and Education." A scholarly event saluting Radcliffe's centenary, the conference examined a range of indicators of social change, particularly as they relate to women in America in the last two decades. The program was interdisciplinary, bringing together scholars from economics, history, psychology, sociol ogy, and psychiatry. Each conference participant was asked to explore, theoretically and empirically, the lessons of our social history and, as much as possible, to separate myth from reality with regard to recent changes in patterns of family life, work, and education. Particular emphasis was given to the examination of the rapid changes-or what have been assumed to be the rapid changes-of the last two decades. In addition, participants ana lyzed the perceived and actual costs and benefits associated with chang ing lifestyles, for women and men as individuals and for society as a whole. Finally, they considered the implications of their findings for the future and identified areas for further research.
Sivanes Phillipson,Kelly Y.L Ku,Shane N Phillipson
Author: Sivanes Phillipson,Kelly Y.L Ku,Shane N Phillipson
International interest focuses on why pupils from East-Asia tend to outperform pupils from the West and scholars have proposed a number of possible explanations to account for these international trends. Using Vygotsky's theory (1978) as a conceptual framework to "construct" school achievement, this book puts forward culturally relevant context for understanding developmental aspects of children’s school achievement and their implication to classroom practice and education progress. Converging the two important lines of inquiry – the child factor and the sociocultural factor – this book showcases evidence-based scholarly works from across the globe that shed light on causes of academic achievement in different contexts. The book brings together eminent scholars from early childhood, primary education, secondary and vocational education who expertly capture the vitality of development and processes of specific child factors and their interaction with their environment that explain their school achievement. Foregrounded in the five planes of cultural historical, institutional, social, personal and mental, the research explain how children think, learn and form the will to perform amidst the changing social and family environment, and challenging school and educational environment.
Francisco A. Villarruel,Gustavo Carlo,Josefina M. Grau,Margarita Azmitia,Natasha J. Cabrera,T. Jaime Chahin
Author: Francisco A. Villarruel,Gustavo Carlo,Josefina M. Grau,Margarita Azmitia,Natasha J. Cabrera,T. Jaime Chahin
Congratulations to Aida Hurtado and Karina Cervantez- winners of the 2009 Women of Color Psychologies Award! This award, given by the Association of Women in Psychology Association, is voted on by AWP members for contributions of new knowledge and importance to the advancement of the psychology of women of color. Offering broad coverage of all U.S. Latino groups, this volume synthesizes cutting-edge research and methodological advances and provides culturally sophisticated information that can be used by researchers, policy makers, and practitioners. The editors and contributing authors summarize theories and conceptual models that can further our understanding of the development and adaptation of U.S. Latino populations. In addition, they focus on the importance of cultural sensitivity and competence in research and intervention approaches and how to achieve it. Key Features • Highlights the normative development and strengths of U.S. Latino populations • Elaborates on the heterogeneity of Latinos in that it does not assume that all Latino populations, and the contexts of their development, are identical. • Emphasizes on cultural sensitivity and competence at all levels • Focuses on the importance of cultural identity amongst Latinos and its contribution to healthy developmental outcomes.
Political, economic, technological and cultural changes have taken place all over the globe, changes which have transformed the meanings of citizenship and citizenship education. This volume represents an effort to analyze the implications of these changes.
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: 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 scholars from a variety of disciplines, among them educational psychology, developmental psychology, school psychology, social psychology, psychiatry, sociology, and educational policy. 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. Methodologies – chapters included in the text feature various methodologies including longitudinal studies, hierarchical linear models, experimental and quasi-experimental designs, and mixed methods.
Mit einem aktuellen Vorwort zur Neuausgabe! Auf John Locke geht die Vorstellung zurück, der Mensch sei ein leeres Blatt, auf dem im Verlauf des Lebens die persönlichen Erfahrungen eingetragen werden. In seinem mittlerweile klassischen Buch »Das unbeschriebene Blatt. Die moderne Leugnung der menschlichen Natur« bezieht Bestseller-Autor Steven Pinker ganz die Gegenposition: Mit Witz, Brillanz und Gelehrsamkeit analysiert er die Geschichte dieser Idee und zeigt, wie falsch sie ist – mit allen kruden Auswirkungen auf Vorstellungen von Sexualität, Rasse, Kindererziehung, Intelligenz usw. Die Rolle der Gene wird systematisch unterschätzt; aber das bedeutet nicht, dass wir ihnen völlig ausgeliefert sind. Pinker zeigt nämlich auch, wie befreiend diese Sichtweise sein kann. Ein unterhaltsames und anschauliches Buch zur Natur des Menschen, ein echter Lesegenuss.
Now in its third edition, this leading introduction to ethnography has been thoroughly updated and substantially rewritten. It offers a systematic introduction to ethnographic principles and practice. New material covers the use of visual and virtual research methods, hypermedia software and the issue of ethical regulation. There is also a new prologue and epilogue. The authors argue that ethnography is best understood as a reflexive process. What this means is that we must recognize that social research is part of the world that it studies. From an outline of the principle of reflexivity the authors go on to discuss and exemplify main features of ethnographic work, including: the selection and sampling of cases the problems of access observation and interviewing recording and filing data the process of data analysis and writing research reports. Throughout, the discussion draws on a wide range of illustrative material from classic and more recent studies within a global context. The new edition of this popular textbook will be an indispensable resource for students and researchers utilizing social research methods in the social sciences and cultural studies.
Collected Wisdom from Researchers in Social Settings
Author: Linda Miller Cleary
Category: Social Science
Drawing on the experience and insights of 70 researchers across 7 countries and from a diverse range of cultures, regions and disciplines, this book explores the issues and ethics involved in cross-cultural research and how such research can be done with integrity.
James Paul Allen,Eugene Turner,Association of Teacher Educators
Covering development from early childhood through high school in an easy-to-follow format, this book provides future teachers with authentic, research-based strategies and guidelines for their classrooms. The authors apply child development concepts to topics of high interest and relevance to teachers, including classroom discipline, constructivism, social-emotional development, and many others. A strong emphasis on diversity among children is reflected throughout. Case studies and real-world vignettes further bridge the distance between research and the classroom, helping future teachers be better prepared to create an environment that promotes optimal development in children. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
Starting from the key idea that learners and teachers bring diverse linguistic knowledge and resources to education, this book establishes and explores the concept of the ‘multilingual turn’ in languages education and the potential benefits for individuals and societies. It takes account of recent research, policy and practice in the fields of bilingual and multilingual education as well as foreign and second language education. The chapters integrate theory and practice, bringing together researchers and practitioners from five continents to illustrate the effects of the multilingual turn in society and evaluate the opportunities and challenges of implementing multilingual curricula and activities in a variety of classrooms. Based on the examples featured, the editors invite students, teachers, teacher educators and researchers to reflect on their own work and to evaluate the relevance and applicability of the multilingual turn in their own contexts.
This book is about human behavior and, more particularly, about a class of human behaviors-those behaviors by people that have themselves as the object of their behaviors. These self-referent behaviors are social in nature in the sense that in large measure, they are the outcomes of pervasive social processes and are themselves major influences on social outcomes. As such, self-referent behaviors have the potential to be sig nificant organizing constructs in the study of the broader field of social psychology. In any case, they are regarded here as of intrinsic interest and are the focus of this volume. Four broad categories of self-referent behaviors are considered with regard to their social bases and conse quences as these are revealed in the social psychological and sociological literature. With appropriate discriminations made within each group ing, the four categories are: self-conceiving, self-evaluating, self-feeling, and self-protective-self-enhancing responses. Following a consideration of the social antecedents and consequences of each category of self referent behaviors, I present a final summary statement that outlines a theoretical model of the additive and interactive social influences on and consequences of the mutually influential self-referent behaviors. The outline of the theoretical model reflects my synthesis of the apparently relevant theoretical and empirical literature and is intended to function as a framework for the orderly incorporation of new theoretical asser tions and more or less apparently relevant empirical associations.
Based on a study of 12,000 elementary schoolchildren in eight large and medium-sized American cities, this book presents the first large-scale study of political attitude formation in children. The authors view political development from the perspective of a general theory of socialization, and compare the influences of social class, intelligence, teacher attitude, and religious membershipon the growth of political attitudes. The book outlines the way in which the child's political awareness evolvesfrom identification with authority figures such as father, policeman, the president, to a grasp of more abstract political concepts and the rudiments of political participation. Illuminating a topic of great theoretical concern and practical educational importance, the book is a significant contribution to the fields of political sociology, child development and educational psychology, and an important reference work for all concerned with the processes of socialization and of attitude formation in general. The Development of Political Attitudes in Children was based on a major survey, the first of its kind, begun at the University of Chicago in 1960 to ascertain information about the induction of children into the political life of the United States, to describe the nature of socialization into citizenship roles, and to examine pre-adult political learning and behavior in terms of other implications for the stability of the political system. Professor Frederick Frey of MIT described it as "an indispensable work for all who are trying to develop this new and tremendously important vineyardas nearly indispensable as any book of the past several years." "Their verbatim interviews with grade-schoolers are pungent and entertaining. A useful homework assignment for mothers and fathers."New York Times Robert D. Hess was the Lee L. Jacks Professor Emeritus of Child Education at Stanford University. He was one of the nation's pioneers in the study of child development and the social influences on children's intellectual growth. His work laid the foundations of current enrichment programs such as Headstart and Follow Through. He died in 1993. Judith V. Torney-Purta is professor in the Department of Human Development, University of Maryland. Jaan Valsiner is professor and chair of the Department of Psychology at Clark University.
The past decade brought forth a wave of excitement and promise for researchers and practitioners interested in community practice as an approach based on social justice principles and an embrace of community participatory actions. But, effective community practice is predicated on the availability and use of assessment methods that not only capture and report on conditions, but also simultaneously set the stage for social change efforts. This research, therefore, serves the dual purpose of generating knowledge and also being an integral part of social intervention. Research done in this way, however, requires new tools. Photovoice is one such tool - a form of visual ethnography that invites participants to represent their community or point of view through photographs, accompanied by narratives, to be shared with each other and with a broader community. Urban Youth and Photovoice focuses on the use of this method within urban settings and among adolescents and young adults - a group that is almost naturally drawn to the use of photography (especially digital and particularly in today's era of texting, facebook, and instagram) to showcase photovoice as an important qualitative research method for social workers and others in the social sciences, and providing readers with detailed theoretical and practical account of how to plan, implement, and evaluate the results of a photovoice project focused on urban youth.
Author: Yvette R. Harris, PhD,James A. Graham, PhD
Publisher: Springer Publishing Company
"This book argues convincingly that children's cultural differences need to be recognized for any accurate understanding of their development. Pointing out the need for additional and more effectively designed research, Harris and Graham provide a valuable foundation for further investigations. This nonpolemic book should be in all libraries, filling an unfortunate gap. Highly recommended."--Choice: Current Reviews for Academic Libraries This major new textbook introduces students to issues that have an impact on the lives of African American children but have typically been ignored (or inadequately discussed) in mainstream child development textbooks. The authors hope to familiarize students with a sampling of research that moves beyond a deficit view of the development of the African American child while stimulating critical thinking about future directions for research on African American children and their families. The book is designed to be student friendly--with each chapter presenting an overview of the material covered as well as an "Insider's Voice" (which offers a personal story or viewpoint about the issues discussed in the chapter). Each chapter goes on to feature a dialogue of current biological, environmental, constructivist, and cultural-contextual theories) as well as suggestions for additional reading, videos, websites, and questions to guide critical thinking.
Social service agencies are facing the same expectations in quality management and outcomes as private companies, compelling staff members and researchers to provide and interpret valid and useful research to stakeholders at all levels in the field. Child welfare agencies are particularly scrutinized. In this textbook, two highly experienced researchers offer the best techniques for conducting sound research in the field. Covering not only the methodological challenges but also the real-life constraints of research in child welfare settings, Amy J. L. Baker and Benjamin J. Charvat present a volume that can be used both for general research methods and as a practical guide for conducting research in the field of child welfare. Baker and Charvat devote an entire chapter to ethical issues involved in researching children and their families and the limits of confidentiality within this population. They weave a discussion of ethics throughout the book, and each chapter begins with a scenario that presents a question or problem to work through, enabling readers to fully grasp the methods in the context of a specific setting or area of concern. Special sections concentrate on the value of continuous quality-improvement activities, which enable the collection and analysis of data outside of the strictures of publishable research, and the implementation of program evaluations, which can be helpful in obtaining further research and programmatic funding.