LEADER 06431oam 2200937I 450 001 9910791348903321 005 20230928175410.0 010 $a1-135-28386-9 010 $a1-135-28387-7 010 $a1-282-64006-2 010 $a1-78034-747-2 010 $a9786612640063 010 $a0-203-87484-6 024 7 $a10.4324/9780203874844 035 $a(CKB)2560000000011488 035 $a(EBL)537870 035 $a(OCoLC)642661767 035 $a(SSID)ssj0000518297 035 $a(PQKBManifestationID)11351658 035 $a(PQKBTitleCode)TC0000518297 035 $a(PQKBWorkID)10493525 035 $a(PQKB)10305039 035 $a(SSID)ssj0000437479 035 $a(PQKBManifestationID)12139832 035 $a(PQKBTitleCode)TC0000437479 035 $a(PQKBWorkID)10431693 035 $a(PQKB)10782412 035 $a(OCoLC)649493455 035 $a(MiAaPQ)EBC537870 035 $a(EXLCZ)992560000000011488 100 $a20180706d2010 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aHandbook of research on schools, schooling, and human development /$fedited by Judith L. Meece, Jacquelynne S. Eccles 210 1$aNew York :$cRoutledge,$d2010. 215 $a1 online resource (534 pages) 300 $aTwo columns to the page. 311 $a0-8058-5949-7 311 $a0-8058-5948-9 327 $aBook Cover; Title; Copyright; Contents; List of Figures; List of Tables; Preface; Acknowledgments; Part I: Introduction; 1 Schools as a Context of Human Development; 2 An Ecological View of Schools and Development; Part II: Classroom Contexts; 3 Classroom Environments and Developmental Processes: Conceptualization and Measurement; 4 Linking the Classroom Context and the Development of Children's Memory Skills; 5 Learner-Centered Practices: Providing the Context for Positive Learner Development, Motivation, and Achievement; 6 Students' Relationships with Teachers 327 $a7 The Challenges and Promise of Research on Classroom Goal StructuresPart III: Schools as Social Context for Development; 8 School Contexts that Promote Students' Positive Development; 9 School Contexts and the Development of Adolescents' Peer Relations; 10 Individual and Contextual Influences on Bullying: Perpetration and Victimization; Part IV: Developmental Effects of School Transitions; 11 The Transition to School in Rural America: A Focus on Literacy; 12 Literacy Development in the Transition to School: An Integrative Framework; 13 Middle School Transitions and Adolescent Development 327 $a14 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?Part V: Schooling and Educational Equity; 15 Socioeconomic Status: Its Broad Sweep and Long Reach in Education; 16 Expectations, Stereotypes, and Self-Fulfilling Prophecies in Classroom and School Life; 17 The Schooling of African American Children; 18 Parental and School Influences Promoting Academic Success among Latino Students; 19 Schooling, Cultural Diversity, and Student Motivation 327 $aPart VI: School Organization and Educational Policy20 Issues in Studying the Effects of Retaining Students with High-Stakes Promotion Tests: Findings from Chicago; 21 School Calendars and Academic Achievement; 22 Developmental and Educational Role of Recess in School; 23 Protect, Prepare, Support, and Engage: The Roles of School-Based Extracurricular Activities in Students' Development; 24 After-School Program Participation and Children's Development; 25 Parents' Involvement in Children's Schooling: A Context for Children's Development; Part VII: School-Based Interventions 327 $a26 The Yale Child Study Center School Development Program27 Success for All: Prevention and Early Intervention in School-Wide Reform; 28 The Talent Development Middle Grades Model: A Design for Improving Early Adolescents' Developmental Trajectories in High-Poverty Schools; 29 The Impact of Concept-Oriented Reading Instruction on Students' Reading Motivation, Reading Engagement, and Reading Comprehension; 30 Taking "Steps" toward Positive Social Relationships: A Transactional Model of Intervention; Contributors; Index 330 $aChildren 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 covera 606 $aAdolescence - Research 606 $aAdolescent development - Research 606 $aChild development - Research 606 $aEducation, Primary - Research 606 $aEducation, Secondary - Research 606 $aEducational achievement - Research 606 $aEducation, Primary$xResearch$vHandbooks, manuals, etc 606 $aEducation, Secondary$xResearch$vHandbooks, manuals, etc 606 $aAcademic achievement$xResearch$vHandbooks, manuals, etc 606 $aChild development$xResearch$vHandbooks, manuals, etc 606 $aAdolescence$xResearch$vHandbooks, manuals, etc 615 4$aAdolescence - Research. 615 4$aAdolescent development - Research. 615 4$aChild development - Research. 615 4$aEducation, Primary - Research. 615 4$aEducation, Secondary - Research. 615 4$aEducational achievement - Research. 615 0$aEducation, Primary$xResearch 615 0$aEducation, Secondary$xResearch 615 0$aAcademic achievement$xResearch 615 0$aChild development$xResearch 615 0$aAdolescence$xResearch 676 $a370.158 676 $a370.7/2 701 $aEccles$b Jacquelynne S$01485115 701 $aMeece$b Judith L$01150309 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910791348903321 996 $aHandbook of research on schools, schooling, and human development$93862582 997 $aUNINA