This book uses an intersectional approach to explore the ways in which girls and adults in school systems hold multiple realities, negotiate tensions, cultivate hope and resilience, resist oppression, and envision transformation. Rooted in the voices and lived experiences of girls and educators, Brinkman, Brinkman and Hamilton document girl-led activism within and outside schools, and explore how adults working with girls can help contribute toward them thriving. Girls' narratives are considered through an intersectionality framework, in which gender identity, race, ethnicity, social class, sexual orientation, and other aspects of social identity intersect to inform girls' lived experiences. Exploring data and interviews collected over a 15-year period, the authors set out a three-part structure to outline how girls engage in strategies to enact resilience, resistance, and transformation. Part one reconceptualizes traditional definitions of resilience and documents girls' experiences of oppression within schools, identifying common stereotypes about girls and examining the complexity of girls' "choices" within systems that they do not feel they can change. Part two highlights girls' active resistance to stereotypes, pressures to conform, and interpersonal and systemic discrimination, from entitlement of their boy peers to experiences of sexualization in school. Part three illuminates pathways for educational transformation, creating new possibilities for educational practices. Offering a range of pedagogies, policies, and practices educators can adopt to engage in systemic change, this is fascinating reading for professionals such as educators, counsellors, social workers, and policy makers, as well as academics and students in social, developmental, and educational psychology.

Achievement goal theory has emerged as one of the preeminent approaches to motivation. "Goals, Goal Structures, and Patterns of Adaptive Learning" presents the findings of a large scale, longitudinal study that use goal theory as the lens through which to examine the relation among achievement goals, the learning context, and students' and teachers' patterns of cognition, affect, and behavior. These results are integrated within the larger literature on goal theory, providing an overview of the research that has been conducted, as well as suggestions that goal theory researchers might want to consider.
Written by scholars who are well-known in the field, this book:
*provides a comprehensive summary of research related to achievement goal theory--one of the preeminent approaches to motivation today;
*presents a detailed overview of research conducted in conjunction with the Patterns of Adaptive Learning Study--a decade-long multi-faceted study employing both quantitative and qualitative methods. A description of the development, reliability, and validity of the Patterns of Adaptive Learning Scales is included. These scales are being used by many researchers using achievement goal theory in this country and internationally;
*includes important information about the relevancy of achievement goal theory for an understanding of avoidance behaviors in schools;
*describes the relevancy of achievement goal theory for children who are disaffected from school and schooling; and
*points to the gaps in research on achievement goal theory, and provides guidance for future research in the field.

This special issue presents theoretical and empirical studies that provide an understanding of the dynamic, complex, and often conflicting school, family, and community context in which African-American and Latino adolescents are formally and informally educated. Focusing on the examination of identity development, family/community background and resources, and academic performance, this issue is concerned with the development and implementation of culturally relevant policies and programs for these adolescents that effectively support their academic success. Each paper addresses a set of challenging questions and, in the process, raises new questions. As a result, the papers challenge researchers, policymakers, and educators to engage in thoughtful examination of the sociocultural context in which African American and Latino youth live as they address their developmental and academic needs.

Developmental changes in cognitive abilities in childhood have long been of interest to researchers across many fields, including behavioral sciences, communications, education, and medicine. With the publication of research findings showing individual differences in the development of children's learning skills has come the realization that models, methodologies, and analysis approaches that include consideration of individual differences are needed. It has brought an increase in research collaborations among experts in different fields who bring different approaches together in studies of cognitive abilities. This work has yielded a growing body of knowledge about how children with normal abilities and those with developmental disorders learn, gain skills in social competency, develop decision making and planning abilities, and acquire language skills and the skills needed for reading and writing. More recently, researchers have sought to use this body of knowledge as a basis for the early identification of children at risk for cognitive delays and for the development and evaluation of intervention approaches. The chapters in this book review literature in five areas of cognition, and provide theory- and research-based information on the applications of research findings and intervention approaches. Throughout the chapters, information on the interactions of different cognitive abilities and the role of individual differences in development that influences development assessments is included.

Stimulated by the publication of "The Nurture Assumption" by Judith Rich Harris, "Parenting and the Child's World" was conceived around the notion that there are multiple sources of influence on children's development, including parenting behavior, family resources, genetic and other biological factors, as well as social influences from peers, teachers, and the community at large.
The text's 39 contributors search for when, where, and how parenting matters and the major antecedents and moderators of effective parenting. The chapters focus on the major conceptual issues and empirical approaches that underlie our understanding of the importance of parenting for child development in academic, socio-emotional, and risk-taking domains. Additional goals are to show how culture and parenting are interwoven, to chart future research directions, and to help parents and professionals understand the implications of major research findings.

"Identification of Learning Disabilities: Research to Practice" is the remarkable product of a learning disabilities summit conference convened by the Office of Special Education Programs (OSEP) in August 2001 and the activities following that summit. Both the conference and this book were seen as important preludes to congressional reauthorization of the historic "Individuals With Disabilities Education Act" (IDEA) scheduled for 2002 and subsequent decision making surrounding implementation. The OSEP conference brought together people with different perspectives on LD (parents, researchers, practitioners, and policymakers) and resulted in this book, which examines the research on nine key issues concerning the identification of children with learning disabilities. Coverage includes alternative responses to treatment, classification approaches, processing deficit models, and approaches to decision making.
Chapter Structure-- Each of the first nine chapters is organized around a lengthy, issue-oriented paper, which presents the most current research on that topic. These primary papers are then followed by four respondent papers that reflect a variety of viewpoints on the topic.
Summarizing Chapter -- A small group of researchers (listed in the final chapter) dedicated an enormous amount of time to summarizing the research and developing key consensus statements regarding the identification of children with learning disabilities. Their work is sure to have a tremendous impact on future discussions in this area.
Expertise-- The following well-known scholars have helped summarize the vast amount of research presented in this book as well as the consensus statements derived therefrom: Lynne Cook, Don Deshler, Doug Fuchs, Jack M. Fletcher, Frank Gresham, Dan Hallahan, Joseph Jenkins, Kenneth Kavale, Barbara Keogh, Margo Mastopieri, Cecil Mercer, Dan Reschley, Rune Simeonsson, Joe Torgesen, Sharon Vaughn, and Barbara Wise.

Tavistock Press was established as a co-operative venture between the Tavistock Institute and Routledge & Kegan Paul (RKP) in the 1950s to produce a series of major contributions across the social sciences. This volume is part of a 2001 reissue of a selection of those important works which have since gone out of print, or are difficult to locate. Published by Routledge, 112 volumes in total are being brought together under the name The International Behavioural and Social Sciences Library: Classics from the Tavistock Press. Reproduced here in facsimile, this volume was originally published in 1960 and is available individually. The collection is also available in a number of themed mini-sets of between 5 and 13 volumes, or as a complete collection.

Tavistock Press was established as a co-operative venture between the Tavistock Institute and Routledge & Kegan Paul (RKP) in the 1950s to produce a series of major contributions across the social sciences. This volume is part of a 2001 reissue of a selection of those important works which have since gone out of print, or are difficult to locate. Published by Routledge, 112 volumes in total are being brought together under the name The International Behavioural and Social Sciences Library: Classics from the Tavistock Press. Reproduced here in facsimile, this volume was originally published in 1963 and is available individually. The collection is also available in a number of themed mini-sets of between 5 and 13 volumes, or as a complete collection.

Tavistock Press was established as a co-operative venture between the Tavistock Institute and Routledge & Kegan Paul (RKP) in the 1950s to produce a series of major contributions across the social sciences. This volume is part of a 2001 reissue of a selection of those important works which have since gone out of print, or are difficult to locate. Published by Routledge, 112 volumes in total are being brought together under the name The International Behavioural and Social Sciences Library: Classics from the Tavistock Press. Reproduced here in facsimile, this volume was originally published in 1956 and is available individually. The collection is also available in a number of themed mini-sets of between 5 and 13 volumes, or as a complete collection.

Tavistock Press was established as a co-operative venture between the Tavistock Institute and Routledge & Kegan Paul (RKP) in the 1950s to produce a series of major contributions across the social sciences. This volume is part of a 2001 reissue of a selection of those important works which have since gone out of print, or are difficult to locate. Published by Routledge, 112 volumes in total are being brought together under the name The International Behavioural and Social Sciences Library: Classics from the Tavistock Press. Reproduced here in facsimile, this volume was originally published in 1956 and is available individually. The collection is also available in a number of themed mini-sets of between 5 and 13 volumes, or as a complete collection.

Tavistock Press was established as a co-operative venture between the Tavistock Institute and Routledge & Kegan Paul (RKP) in the 1950s to produce a series of major contributions across the social sciences. This volume is part of a 2001 reissue of a selection of those important works which have since gone out of print, or are difficult to locate. Published by Routledge, 112 volumes in total are being brought together under the name The International Behavioural and Social Sciences Library: Classics from the Tavistock Press. Reproduced here in facsimile, this volume was originally published in 1958 and is available individually. The collection is also available in a number of themed mini-sets of between 5 and 13 volumes, or as a complete collection.

Tavistock Press was established as a co-operative venture between the Tavistock Institute and Routledge & Kegan Paul (RKP) in the 1950s to produce a series of major contributions across the social sciences. This volume is part of a 2001 reissue of a selection of those important works which have since gone out of print, or are difficult to locate. Published by Routledge, 112 volumes in total are being brought together under the name The International Behavioural and Social Sciences Library: Classics from the Tavistock Press. Reproduced here in facsimile, this volume was originally published in 1960 and is available individually. The collection is also available in a number of themed mini-sets of between 5 and 13 volumes, or as a complete collection.

Tavistock Press was established as a co-operative venture between the Tavistock Institute and Routledge & Kegan Paul (RKP) in the 1950s to produce a series of major contributions across the social sciences. This volume is part of a 2001 reissue of a selection of those important works which have since gone out of print, or are difficult to locate. Published by Routledge, 112 volumes in total are being brought together under the name The International Behavioural and Social Sciences Library: Classics from the Tavistock Press. Reproduced here in facsimile, this volume was originally published in 1955 and is available individually. The collection is also available in a number of themed mini-sets of between 5 and 13 volumes, or as a complete collection.

The development of how twins relate to each other and their single partners is explored through life stories and clinical examples in this telling study of twin interconnections. While the quality of a nurturing family life is crucial, Dr. Klein has found there are often issues with separation anxiety, loneliness, competition with each other, and finding friendships outside of twinship. When twin lives are entwined because of inadequate parenting and estrangement, twin loss is possible and traumatic, creating a crippling fear of expansiveness-an inability to be yourself. Therapists and twins seeking an understanding of twin relationships will find this clinically compelling book a valuable resource.

This book helps general practitioners, health visitors and other professionals working in primary care to assess, manage and refer children and adolescents with mental health problems. School medical officers, social workers and educational psychologists, many of whom are in the front line of mental health provision for children and young people, will also find it particularly useful. Each problem is covered in a uniform way, with definitions, assessment outlines, detailed management options and indications for referral. Numerous case examples further illuminate aspects of many conditions. The book supports service provision in the new primary care environment, and forms a comprehensive practical guide to the full range of difficulties and disabilities affecting the mental health of children and young people.

Psychopathy: The Basics is an accessible text that provides a compact introduction to the major findings and debates concerning this complex personality disorder. The book provides an overview of the field and covers a wide range of research findings from genetics to psychosocial developmental explanations. It begins with an exploration of the historical conception of the phenomenon of psychopathy and goes on to discuss its social and cultural accounts. It also delves into biologically based explanations including genetic and evolutionary approaches along with criminological and entrepreneurial types of psychopathy. Offering a balanced perspective, the book addresses the nature-nurture debate in the field and also discusses widely accepted personality traits of psychopaths. Lastly, it also provides a glossary of key terms and suggestions for further reading This text will be an essential read for students of forensic psychology, or criminology. It is also an ideal starting point for those interested in the science of psychopathy and personality disorders.

Drawing on experiences of ESOL teachers from around the world, this book provides insights into how peer learning is understood and used in real language classrooms. Based on survey responses, interviews, and observations in a wide range of classroom settings, this book integrates research on peer interaction in second language learning from cognitive and social frameworks with original data on teacher beliefs and practices around the use of peer learning in their teaching. Readers will gain understanding, through teacher's own words, of how peer interaction is used to teach linguistic form, how learners collaborate to develop oral and written communication skills, and how technology is used with peer learning. This book also delineates the ways that current second language peer interaction research diverges from classroom practice, concluding with a classroom-centred research agenda that addresses the nexus of research and practice on second language peer interaction. The book provides a template for integrating research-based and practice-based perspectives on second language learning. Language teachers, teacher educators, second language researchers, and advanced students of applied linguistics, SLA, TESOL, and language pedagogy will benefit from this volume's perspective and unique work.

Originally published in 1996, Stud: Architectures of Masculinity is an interdisciplinary exploration of the active role architecture plays in the construction of male identity. Architects, artists, and theorists investigate how sexuality is constituted through the organization of materials, objects, and human subjects in actual space. This collection of essays and visual projects critically analyzes the spaces that we habitually take for granted but that quietly participates in the manufacturing of "maleness." Employing a variety of critical perspectives (feminism, "queer theory," deconstruction, and psychoanalysis), Stud's contributors reveal how masculinity, always an unstable construct, is coded in our environment. Stud also addresses the relationship between architecture and gay male sexuality, illustrating the resourceful ways that gay men have appropriated and reordered everyday public domains, from streets to sex clubs, in the formation of gay social space.

Synthesizing research on metacognition and intersecting it with studies on second and foreign language writing, Sin Wang Chong puts forward a conceptual framework of metacognition and metacognitive knowledge that is employed as an analytical lens to examine junior secondary EFL students' writing proficiencies. The exploration takes into account three facets of metacognitive knowledge, namely person knowledge, task knowledge, and strategic knowledge. Based on data garnered from interviews, open-ended questionnaires, and think-aloud sessions with students, the book analyzes the three types of metacognitive knowledge - theorized as a system - of junior secondary students with high, average, and low writing proficiencies. Discussion of the findings offers an expanded understanding of the factors that potentially affect students' writing proficiencies, which will inform the teaching of primary and secondary EFL writing teachers to be more learner-centered. The book will appeal to researchers and teachers interested in metacognition and metacognitive knowledge.

The Neuroscience of the Developing Child informs Early Years (EY) students, practitioners and parents about the fundamental importance of self-regulation (SR) as a critical skill for young children to develop if they are to go on to lead happy and fulfilled lives. Packed with accessible information concerning the neuroscience of early brain development alongside real-life case studies, this book clearly demonstrates how to put SR theory into action across educational and home settings. Dr Conkbayir draws upon a wide range of resources to show readers how they can nurture SR through their daily interactions with children and the environment and experiences they offer them. Comprehensive and engaging chapters cover topics such as: Examining what exactly SR is (and what it is not) Co-regulation's critical role in enabling SR to occur Exploring the developing brain The importance of sensory integration as part of SR Using relational approaches to nurture behaviour in the classroom and at home The wider global role of SR in creating a sustainable future. With real-life case studies and reflective questions in every chapter, this book is essential reading for students and practitioners within the EY sector, as well as anyone beyond the sector wanting to develop their understanding of SR and how to apply it for themselves and others.

"An extraordinary, eye-opening book." --People National Health Information Awards winner "A rousing wake-up call. . . . This highly engaging, provocative book prove[s] beyond a reasonable doubt that millions of lives depend on us finally coming to terms with the long-term consequences of childhood adversity and toxic stress." --Michelle Alexander, author of The New Jim Crow Dr. Nadine Burke Harris was already known as a crusading physician delivering targeted care to vulnerable children. But it was Diego--a boy who had stopped growing after a sexual assault--who galvanized her journey to uncover the connections between toxic stress and lifelong illnesses. The stunning news of Burke Harris's research is just how deeply our bodies can be imprinted by ACEs--adverse childhood experiences like abuse, neglect, parental addiction, mental illness, and divorce. Childhood adversity changes our biological systems, and lasts a lifetime. For anyone who has faced a difficult childhood, or who cares about the millions of children who do, the fascinating scientific insight and innovative, acclaimed health interventions in The Deepest Well represent vitally important hope for preventing lifelong illness for those we love and for generations to come?. "Nadine Burke Harris . . . offers a new set of tools, based in science, that can help each of us heal ourselves, our children, and our world."--Paul Tough, author of How Children Succeed "A powerful--even indispensable--frame to both understand and respond more effectively to our most serious social ills."--New York Times

A growing body of literature is suggesting that many children with language disorders and delays--even those with so-called specific language impairment--have difficulties in other domains as well. In this pathbreaking book, the authors draw on more than 40 years of research and clinical observations of populations ranging from various groups of children to adults with brain damage to construct a comprehensive model for the development of the interrelated skills involved in language performance, and trace the crucial implications of this model for intervention. Early tactual feedback, they argue, is more critical for the perceptual/cognitive organization of experiences that constitutes a foundation for language development than either visual or auditory input, and the importance of tactually-anchored nonverbal interaction cannot be ignored if efforts at treatment are to be successful.
All those professionally involved in work with children and adults with language problems will find the authors' model provocative and useful.