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The COVID-19 pandemic has challenged educational systems with
dramatic changes to established practices. This is now a good time
to focus on what we can learn from this global pandemic and ensuing
economic crisis and how to support educational policies in steering
and mitigating such crises in the future. Accordingly, the
contributors explore a range of perspectives and different phases
of the educational career and discuss the consequences for
individuals, educational systems, and educational policy. This
volume brings together current research on the effects of the
pandemic and possible coping mechanisms from both developmental and
educational psychology perspectives. Following a systematic
meta-review on the existing state of research and research
deficits, four empirical contributions with longitudinal designs
investigate the experiences of parents, teachers, adolescents, and
university students from Austria, Germany, and the United Kingdom.
The 2007-8 financial crisis and subsequent 'Great Recession'
particularly affected young people trying to make their way from
education into the labour market at a time of economic uncertainty
and upheaval. This is the first volume to examine the impact of the
Great Recession on the developmental stage of young adulthood, a
critical phase of the life course that has great significance in
the foundations of adult identity. Using evidence from longitudinal
data sets spanning three major OECD countries, these essays examine
the recession's effects on education and employment outcomes, and
consider the wider psycho-social consequences, including living
arrangements, family relations, political engagement, and health
and well-being. While the recession intensified the impact of
pre-existing trends towards a prolonged dependence on parents and,
for many, the precaritization of life chances, the findings also
point to manifestations of resilience, where young people countered
adversity by forging positive expectations of the future.
The 2007-8 financial crisis and subsequent 'Great Recession'
particularly affected young people trying to make their way from
education into the labour market at a time of economic uncertainty
and upheaval. This is the first volume to examine the impact of the
Great Recession on the developmental stage of young adulthood, a
critical phase of the life course that has great significance in
the foundations of adult identity. Using evidence from longitudinal
data sets spanning three major OECD countries, these essays examine
the recession's effects on education and employment outcomes, and
consider the wider psycho-social consequences, including living
arrangements, family relations, political engagement, and health
and well-being. While the recession intensified the impact of
pre-existing trends towards a prolonged dependence on parents and,
for many, the precaritization of life chances, the findings also
point to manifestations of resilience, where young people countered
adversity by forging positive expectations of the future.
This volume made an important contribution to the growing
literature on the transition from school to work. It provides a
different perspective on the global changes that have transformed
school-to-work transitions since the 1970s; offers an integrative
conceptual framework for analysis; and promotes a comparative,
cross-national understanding of school-to-work transitions in a
changing social context. The articles assembled in this volume
compare and assess variations in school-to-work transitions across
Europe and North America, providing empirical evidence on how young
people negotiate the different options and opportunities available
and assessing the costs and returns associated with different
transition strategies. Unlike many other volumes on this subject -
which are pitched at either the macro or micro level - this volume
attempts to integrate both perspectives, capturing the complexity
of this critical life course transition. Furthermore, the authors
address policies aimed at improving the capacity of individuals to
make effective transitions and at enabling societies to better
coordinate educational and occupational institutions.
What is the role of parents, peers and teachers in shaping school
experiences and informing the career choice of males and females?
Does the school context matter, and to what extent do educational
experiences influence young people's self-concept, values and their
outlook to the future? Do teenage aspirations influence later
outcomes regarding educational attainment and the assumption of
work and family related roles? These questions and more are
addressed in the chapters of this book, following lives over time
and in context. The book is both innovative and timely, moving the
discussion of gender inequalities forward, providing a dynamic and
contextualized account of the way gendered lives evolve. Chapters
address the role of institutional structures and the wider
socio-historical context in helping young men and women to realize
their ambitions. A unique feature is the longitudinal perspective,
examining the role of multiple interlinked influences on individual
life planning and attainment.
This volume made an important contribution to the growing
literature on the transition from school to work. It provides a
different perspective on the global changes that have transformed
school-to-work transitions since the 1970s; offers an integrative
conceptual framework for analysis; and promotes a comparative,
cross-national understanding of school-to-work transitions in a
changing social context. The articles assembled in this volume
compare and assess variations in school-to-work transitions across
Europe and North America, providing empirical evidence on how young
people negotiate the different options and opportunities available
and assessing the costs and returns associated with different
transition strategies. Unlike many other volumes on this subject -
which are pitched at either the macro or micro level - this volume
attempts to integrate both perspectives, capturing the complexity
of this critical life course transition. Furthermore, the authors
address policies aimed at improving the capacity of individuals to
make effective transitions and at enabling societies to better
coordinate educational and occupational institutions.
What factors enable individuals to overcome adverse childhoods and
move on to rewarding lives in adulthood? Drawing on data collected
from two of Britain's richest research resources for the study of
human development, the 1958 National Child Development Study and
the 1970 British Cohort Study, this 2006 book investigates the
phenomenon of 'resilience' - the ability to adjust positively to
adverse conditions. Comparing the experiences of over 30,000
individuals born twelve years apart, Schoon examines the transition
from childhood into adulthood and the assumption of work and family
related roles among individuals born in 1958 and 1970 respectively.
The study focuses on academic attainment among high and low risk
individuals, but also considers behavioural adjustment, health and
psychological well-being, as well as the stability of adjustment
patterns in times of social change. This is a major work of
reference and synthesis, that makes an important contribution to
the study of lifelong development.
What factors enable individuals to overcome adverse childhoods and
move on to rewarding lives in adulthood? Drawing on data collected
from two of Britain's richest research resources for the study of
human development, the 1958 National Child Development Study and
the 1970 British Cohort Study, this 2006 book investigates the
phenomenon of 'resilience' - the ability to adjust positively to
adverse conditions. Comparing the experiences of over 30,000
individuals born twelve years apart, Schoon examines the transition
from childhood into adulthood and the assumption of work and family
related roles among individuals born in 1958 and 1970 respectively.
The study focuses on academic attainment among high and low risk
individuals, but also considers behavioural adjustment, health and
psychological well-being, as well as the stability of adjustment
patterns in times of social change. This is a major work of
reference and synthesis, that makes an important contribution to
the study of lifelong development.
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