LEADER 03949nam 22006974a 450 001 9910455001303321 005 20200520144314.0 010 $a1-280-20027-8 010 $a9786610200276 010 $a0-306-47540-5 024 7 $a10.1007/b107914 035 $a(CKB)111056485441838 035 $a(EBL)3035665 035 $a(SSID)ssj0000134706 035 $a(PQKBManifestationID)11158831 035 $a(PQKBTitleCode)TC0000134706 035 $a(PQKBWorkID)10054865 035 $a(PQKB)10844017 035 $a(DE-He213)978-0-306-47540-5 035 $a(MiAaPQ)EBC3035665 035 $a(PPN)115647597 035 $a(Au-PeEL)EBL3035665 035 $a(CaPaEBR)ebr10052714 035 $a(CaONFJC)MIL20027 035 $a(OCoLC)517747459 035 $a(EXLCZ)99111056485441838 100 $a20020214d2002 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDangerous adolescents, model adolescents$b[electronic resource] $eshaping the role and promise of education /$fRoger J.R. Levesque 205 $a1st ed. 2002. 210 $aNew York $cKluwer Academic/Plenum$dc2002 215 $a1 online resource (273 p.) 225 1 $aPerspectives in law & psychology ;$vv. 13 300 $aDescription based upon print version of record. 311 $a0-306-46767-4 320 $aIncludes bibliographical references (p. 229-251) and index. 327 $aDeveloping Law to Educate Adolescents -- Education?s Role in Fostering Adolescents -- Law and the Development of Public Education -- Challenges Facing Adolescents? Education -- Dangerous Adolescents -- Model Adolescents -- Thriving Adolescents -- Fostering Adolescents -- Ensuring the Promise of Education. 330 $aTeachers make a difference. As someone who grew up in one of the po- est and rural areas of a poor state and ended up attending elite graduate and professional schools, I have much to credit my public school teachers. My teachers sure struggled much to teach an amazingly wide variety of students from different backgrounds, abilities, and hopes. Given that re- ity, which undoubtedly repeats itself across the United States and globe, one would think that I should be quite hesitant to criticize a system that produces countless grateful students and productive citizens. I agree. The pages that follow surely can be perceived as yet another attack on already much maligned schools that do produce impressive outcomes despite their limited resources, increased obligations, and the sustained barrage of attacks from competing interest groups. Some may even view the text as an affront to the inalienable rights of parents to raise their children as they see fit. Others surely could understand the analysis as another assault on our decentralized legal and school systems that should retain the right to balance the needs of communities, parents, schools, and students. I clearly did not intend, and do not see the ultimate result, as yet another diatribe on the manner teachers, parents and communities treat students. 410 0$aPerspectives in law & psychology ;$vv. 13. 606 $aEducation, Secondary$xSocial aspects$zUnited States 606 $aTeenagers$xEducation$xSocial aspects$zUnited States 606 $aProblem children$xEducation$xSocial aspects$zUnited States 606 $aEducational law and legislation$zUnited States 608 $aElectronic books. 615 0$aEducation, Secondary$xSocial aspects 615 0$aTeenagers$xEducation$xSocial aspects 615 0$aProblem children$xEducation$xSocial aspects 615 0$aEducational law and legislation 676 $a370.11/5 700 $aLevesque$b Roger J. R$0907940 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910455001303321 996 $aDangerous adolescents, model adolescents$92179528 997 $aUNINA