Educational Philosophy

Adolescent Development and School Achievement in Urban by Gary Creasey, Patricia A Jarvis

By Gary Creasey, Patricia A Jarvis

This well timed volume explores crucial issues, matters, and demanding situations on the topic of kids’ lives and studying in underserviced city parts. individual students offer theoretically grounded, multidisciplinary views on contexts and forces that impact adolescent improvement and success. The emphasis is on what's optimistic and powerful, what could make a true distinction within the lives and lifestyles probabilities for city youths, instead of deficits and destructive disorder. Going past completely conventional mental theories, a robust conceptual framework addressing 4 domain names for knowing adolescent improvement undergirds the volume:

  • developmental continuities from childhood
  • primary alterations (biological, cognitive, social)
  • contexts of improvement
  • adolescent results.

A significant federal executive initiative is the advance of courses to help underserviced city parts. without delay suitable to this initiative, this volume contributes considerably to gaining a pragmatic realizing of the contexts and associations during which city youths stay and learn.

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Extra info for Adolescent Development and School Achievement in Urban Communities: Resilience in the Neighborhood

Example text

Swanson, D. , & Cunningham, M. (1991). Ethnicity, ethnic identity, and competence formation: Adolescent transition and cultural transformation. Journal of Negro Education, 60, 366–387. Villegas, A. , & Lucas, T. (2007). The culturally responsive teacher. Educational Leadership, 64, 28–33. Weinstein, C. , & Curran, M. (2004). Toward a conception of culturally responsive classroom management. Journal of Teacher Education, 55, 25–38. Wheeler, R. S. (2008). Becoming adept at code-switching. Educational Leadership, 65, 54–58.

2009). The Phenomenological Variant of Ecological Systems Theory (PVEST) accounts for unique experiences of injustice and inequity that contribute to urban African American identity development (Spencer, Dupree, & Hartmann, 1997). Individual encounters in diverse cultural contexts influence how adolescents perceive and experience the self and contribute to their ability to cope with high-risk contexts (such as dangerous neighborhoods) and with undervalued minority status in the larger culture.

In the current chapter, we will not duplicate those reviews and conceptual integrations. This body of work has also built on a range of measurement strategies, including use of census and other administrative data, youth and parental assessments of perceptions of neighborhoods, mapping and windshield surveys. , census- or zip-code-level data) and cross- 28 Kevin W. Allison et al. , the effects of national policy interpretation and implementation at the local level). These processes may be especially important to strengthening our conceptual understanding of contextual influences and the processes that shape the environments in which adolescents grow and develop.

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