Handbook of research on schools, schooling, and human development / edited by Judith L. Meece, Jacquelynne S. Eccles

Includes bibliographical references and index

Part I. Introduction. Schools as context for human development / Judith L. Meece and Victoria A. Schaefer ; An ecological view of schools and development / Jacquelynne S. Eccles and Robert Roeser -- Part II. Classroom contexts. Classroom environments and developmental processes: conceptualization and measurement / Bridget K. Hamre and Robert C. Pianta ; Linking the classroom context and the development of children's memory skills / Peter Ornstein, Jennifer Coffman, Jennie Grammer, Priscilla San Souci and Laura McCall ; Learner-centered practices: providing the context for positive learner development, motivation, and achievement / Barbara McCombs ; Students' relationships with teachers / Kathryn R. Wentzel ; The challenges and promise of research on classroom goal structures / Tim Urdan -- Part III. Schools as social context for development. School contexts that promote student's positive development / Victor Battistich ; School contexts and the development of adolescents' peer relations / Jill V. Hamm and Lei Zhang ; Individual and contextual influences on bullying: perpetration and victimization / Dorothy L. Espelage, Melissa K. Holt, and V. Paul Poteat --

Part IV. Developmental effects of school transitions. The transition to school in rural America: a focus on literacy / Lynne Vernon-Feagans, Kathleen Gallagher, and Kirsten Kainz ; Literacy development in the transition to school: an integrative framework / Frederick J. Morrison and Carol McDonald Connor ; Middle school transitions and adolescent development / Eric M. Anderman and Christian E. Mueller ; 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 -- Part V. Schooling and educational equity. Socioeconomic status: its broad sweep and long reach in education / Doris R. Entwisle, Karl L. Alexander, and Linda S. Olson ; Expectations, stereotypes, and self-fulfilling prophecies in classroom and school life / Clark McKown, Anne Gregory, and Rhona S. Weinstein ; The schooling of African American children / Stephanie J. Rowley, Beth Kurtz-Costes, and Shauna M. Cooper ; Parental and school influence promoting academic: success among Latino students / Rosario Ceballo, Marisela Huerta, and Quyen Epstein-Ngo ; Schooling, cultural diversity, and student motivation / Revathy Kumar and Martin L. Maehr --

Part VI. School organization and educational policy. Issues in studying the effects of retaining students with high-stakes promotion tests: findings from Chicago / Elaine Allensworth and Jenny Nagako ; School calendars and academic achievement / Harris Cooper, Geoffrey Borman, and Ron Fairchild ; Developmental and educational role of recess in school / Anthony Pellegrini and Danielle Dupuis ; Protect, prepare, support, and engage: the roles of school-based extracurricular activities / Bonnie J. Barber, Margaret R. Stone, and Jacquelynne S. Eccles ; After-school program participation and children's development / Joseph L. Mahoney, Maria E. Parente and Edward F. Zigler ; Parents' involvement in children's schooling: a context for children's development / Eva M. Pomerantz and Elizabeth A. Moorman -- Part VII. School-based intervention. The Yale Child Study Center School Development Program / James Comer ; Success for all: prevention and early intervention in school wide reform / Robert E. Slavin and Nancy A. Madden ; The talent development middle grades model: a design for improving early adolescents' developmental trajectories in high-poverty schools / Douglas J. Mac Iver, Allen Ruby, Robert W. Balfanz, Leslie Jones, Fran Sion, Maria Garriott, and Vaughn Byrnes ; The impact of concept-oriented reading instruction on students' reading motivation, reading engagement and reading comprehension / Allan Wigfield and John J. Guthrie ; Taking "steps" toward positive social relationships: a transactional model of intervention / Karin S. Frey and Susan B. Nolen

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.