Handbook of Research on Schools, Schooling and Human Development
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.
Table of Contents
1. Introduction, Judith L. Meece and Victoria A. Schaefer, University of North Carolina-CH
2. Schools as Context for Human Development, Jacquelynne Eccles, University of Michigan and Robert Roeser, Portland State University
II. Classroom Contexts
3. Classroom Environments and Developmental Processes: Conceptualization, Measurement, & Improvement, Bridget K. Hamre and Robert Pianta, University of Virginia
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, University of North Carolina-CH
5. Learner-Centered Practices: Providing the Context for Positive Learner Development, Motivation, and Achievement, Barbara McCombs, Denver Research Institute, University of Denver
6. Teacher-Student Relationships and School Adjustment, Kathyrn Wentzel, University of Maryland
7. Classroom Goal Structures, Motivation, and Learning, Timothy Urdan, Santa Clara University
III. Schools as Social Context for Development
8. Schools Contexts that Promote Student’s Positive Development, Victor Battistich, University of Missouri-St. Louis
9. The Multilevel Nature of Adolescent Peer Relations in Ethnically Diverse Schools, Jill V. Hamm and Lei Zhang, University of North Carolina-CH
10. The School Context, Bullying, and Victimization, Dorothy Espelage, University of Illinois, Champagne-Urbana, Melissa Holt, University of New Hampshire, and Paul Poteat, University of Illinois, Champagne-Urbana
IV. Developmental Effects of School Transitions
11. Early School Transition of Rural Poor Children, Lynne Vernon-Feagans, Kathleen Gallagher, and Kirsten Kainz, University of North Carolina-CH
12. Literacy Development in the Transition to School: An Integrative Framework, Frederick Morrison, University of Michigan, Ann Arbor, and Carol Connor, Florida State University
13. Middle School Transitions & Adolescent Development: Disentangling Psychological, Social, and Biological Effects, Eric Anderman, University of Kentucky and Christian Mueller, University of Memphis
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, University of Chicago
V. Schooling & Educational Equity
15. The Long Reach of Socioeconomic Status in Education, Doris Entwisle, Karl Alexander, and Linda Olson, Johns Hopkins University
16. Stereotypes & Expectations in the Classroom: Interpersonal vs. Group-Based Expectancy Processes across Domains of Functioning, Clark McKown, University of Illinois, Chicago, Anne Gregory, University of Virginia, and Rhona Weinstein, University of California-Berkeley
17. The Role of Schooling in Ethnic Minority Achievement and Attainment, Stephanie Rowley, University of Michigan, Ann Arbor, Beth Kurtz-Costes, University of North Carolina-CH, and Shauna M. Cooper, University of South Carolina
18. Schooling Experiences of Latino Students, Rosemary Ceballo, Marisela Huerta, and Quyen Epstein Ngo, University of Michigan
19. Schooling, Cultural Diversity, and Student Motivation, Revathy Kumar, University of Toledo and Martin Maehr, University of Michigan
VI. School Organization and Educational Policy
20. Grade Retention, Student Achievement, & High School Dropout: Results of Chicago School Project, Elaine Allensworth and Jennifer Nagako, Consortium on Chicago School Research, University of Chicago
21. School Calendars and Academic Achievement, Harris Cooper, Duke University, Geoffrey Borman, University of Wisconsin-Madison, and Ron Fairchild, Johns Hopkins University
22. Developmental and Educational Role of Recess in School, Anthony Pellegrini and Danielle Dupuis, University of Minnesota
23. Protect, Prepare, Support, and Engage: The Roles of School-Based Extracurricular in Students’ Development, Bonnie Barber and Margaret Stone, University of Arizona, and Jacquelynne Eccles, University of Michigan
24. After-School Program Engagement and In-School Competence: Program Quality, Content, and Staffing, Joseph Mahoney, University of California-Irvine, Maria E. Parente and Edward Zigler, Yale University
25. Parents' Involvement in Children's Schooling: A Context for Youth's Positive Development, Eva Pomerantz and Elizabeth Moorman, University of Illinois, Champaign-Urbana
VII. School-Based Interventions
26. Comer School Development Program, James Comer, Yale University
27. Success for All: Prevention and Intervention in Schoolwide Reform, Robert Slavin, Johns Hopkins University and Nancy Madden, Success for All Foundation, Baltimore, MD
28. Talent Development Model in the Middle School, Douglas Mac Iver, Robert W. Balfanz, Allen Ruby, and Vaughn Byrnes, Johns Hopkins University
29. Concept-Oriented Reading Instruction, Allan Wigfield and John Guthrie, University of Maryland-College Park
30. Taking "Steps" to Effect Ecological Change: A Transactional Analysis of Social Competence and Bullying Prevention Programs, Karin Frey, Committee for the Children and Susan Nolen, University of Washington
Judith L. Meece (Ph.D., University of Michigan) is Professor and Chair of Human Development and Psychological Studies at the University of North Carolina-CH. She has conducted research in school settings for over 25 years, and was the first scholar to write a child and adolescent textbook specifically aimed at educators. A Fellow of APA Division 15, Meece’s research focuses on the role of classroom and school influences on the development of adolescents’ academic motivation, future aspirations, and educational attainment.
Jacquelynne S. Eccles (Ph.D., University of California at Los Angles) is McKeachie/Pintrich Distinguished University Professor of Psychology and Education at the University of Michigan. Her research focuses on gender-role socialization, school influences on academic motivation, and social development in the family and school context. Eccles has served as the president of the Society for Research on Adolescence, and has received numerous awards for her lifetime contributions to research on adolescence and human development.