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The media's presentation suggests that American teenage culture
today is the most violent, sexual, and amoral youth culture in
history. In this book, Nichols and Good deconstruct the negative
images held by large numbers of adults. Recognizing that many
teenagers are left by adults to socialize themselves and the
consequences of this "careless indifference," the authors' goal is
to influence a more positive view leading to stronger social
policies and better services, resources, and programs to meet the
needs of America's youth.
Unique features of "America's Teenagers--Myths and Realities: Media
Images, Schooling, and the Social Costs of Careless Indifference"
include:
*powerful analytic lenses used to revisit typical depictions of
youth;
*a wealth of information brought to bear on understanding
teenagers' behavior; and
*consideration of a broad range of adolescent behaviors across
critical socializing settings.
The book begins with a discussion of the continuing myth of
adolescence--how and why youth are devalued, and an overview of
current beliefs about youth drawn from two 1990s Public Agenda
Polls. This is followed by chapters on youth and the media, and the
pressures that youth face in various dimensions of their lives.
Topics include youth violence; the sex lives of teenagers; tobacco,
alcohol, drugs, and teens; healthy living and decision making;
working teens; and youth and education. The concluding chapter
pulls together themes generated throughout the book and provides
examples of policies that would underscore the value of viewing
youth as a social investment. General guidelines are provided for
teachers, parents, policymakers, and citizens to
facilitateresponding to youth in meaningful, proactive ways that
improve the quality of life for teenagers and the broader society.
The media's presentation suggests that American teenage culture
today is the most violent, sexual, and amoral youth culture in
history. In this book, Nichols and Good deconstruct the negative
images held by large numbers of adults. Recognizing that many
teenagers are left by adults to socialize themselves and the
consequences of this "careless indifference," the authors' goal is
to influence a more positive view leading to stronger social
policies and better services, resources, and programs to meet the
needs of America's youth.
Unique features of "America's Teenagers--Myths and Realities: Media
Images, Schooling, and the Social Costs of Careless Indifference"
include:
*powerful analytic lenses used to revisit typical depictions of
youth;
*a wealth of information brought to bear on understanding
teenagers' behavior; and
*consideration of a broad range of adolescent behaviors across
critical socializing settings.
The book begins with a discussion of the continuing myth of
adolescence--how and why youth are devalued, and an overview of
current beliefs about youth drawn from two 1990s Public Agenda
Polls. This is followed by chapters on youth and the media, and the
pressures that youth face in various dimensions of their lives.
Topics include youth violence; the sex lives of teenagers; tobacco,
alcohol, drugs, and teens; healthy living and decision making;
working teens; and youth and education. The concluding chapter
pulls together themes generated throughout the book and provides
examples of policies that would underscore the value of viewing
youth as a social investment. General guidelines are provided for
teachers, parents, policymakers, and citizens to
facilitateresponding to youth in meaningful, proactive ways that
improve the quality of life for teenagers and the broader society.
In an age where the quality of teacher education programs has been
called into question, it is more important than ever that teachers
have a fundamental understanding of the principles of human
learning, motivation, and development. Theory to Practice:
Educational Psychology for Teachers and Teaching is a series for
those who teach educational psychology in teacher education
programs. At a time when educational psychology is at risk of
becoming marginalized, it is imperative that we, as educators,
"walk our talk" in serving as models of what effective instruction
looks like. Each volume in the series draws upon the latest
research to help instructors model fundamental principles of
learning, motivation, and development to best prepare their
students for the diverse, multidimensional, uncertain, and
socially-embedded environments in which these future educators will
teach. The inaugural volume, Teaching on Assessment, is centered on
the role of assessment in teaching and learning. Each chapter
translates current research on critical topics in assessment for
educational psychology instructors and teacher educators to
consider in their teaching of future teachers. Written for
practitioners, the aim is to present contemporary issues and ideas
that would help teachers engage in meaningful assessment practice.
This volume is important not only because of the dwindling presence
of assessment-related instructional content in teacher preparation
programs, but also because the policy changes in the last two
decades have transformed the meaning and use of assessment in K-12
classrooms.
In an age where the quality of teacher education programs has been
called into question, it is more important than ever that teachers
have a fundamental understanding of the principles of human
learning, motivation, and development. Theory to Practice:
Educational Psychology for Teachers and Teaching is a series for
those who teach educational psychology in teacher education
programs. At a time when educational psychology is at risk of
becoming marginalized, it is imperative that we, as educators,
"walk our talk" in serving as models of what effective instruction
looks like. Each volume in the series draws upon the latest
research to help instructors model fundamental principles of
learning, motivation, and development to best prepare their
students for the diverse, multidimensional, uncertain, and
socially-embedded environments in which these future educators will
teach. The inaugural volume, Teaching on Assessment, is centered on
the role of assessment in teaching and learning. Each chapter
translates current research on critical topics in assessment for
educational psychology instructors and teacher educators to
consider in their teaching of future teachers. Written for
practitioners, the aim is to present contemporary issues and ideas
that would help teachers engage in meaningful assessment practice.
This volume is important not only because of the dwindling presence
of assessment-related instructional content in teacher preparation
programs, but also because the policy changes in the last two
decades have transformed the meaning and use of assessment in K-12
classrooms.
As our student population diversifies rapidly, there is a critical
need to better understand how national, regional, and/or local
policies impact youth in school settings. In many cases,
educational policies constructed with the goal of helping youth
ofte
As our student population diversifies rapidly, there is a critical
need to better understand how national, regional, and/or local
policies impact youth in school settings. In many cases,
educational policies constructed with the goal of helping youth
often have the unintended consequence of inhibiting youth's
potential. This is especially the case when it comes to youth from
historically underrepresented groups. Over and over, educational
legislation aimed at improving life for youth has had the negative
effect of eroding opportunities for our most vulnerable and often
times less visible youth. The authors of this book examine the
schooling experiences of Hispanic, African American, Indigenous,
poor, and LGBT youth groups as a way to spotlight the marginalizing
and shortsighted effects of national education language,
immigration, and school reform policies. Leading authors from
across the country highlight how educational policies impact
youth's development and socialization in school contexts. In most
cases, policies are constructed by adults, implemented by adults,
but are rarely informed by the needs and opinions of youth. Not
only are youth not consulted but also policymakers often neglect
what we know about the psychological, emotional, and educational
health of youth. Therefore, both the short and long term impact of
these policies have but limited effects on improving students'
school performance or personal health issues such as depression or
suicide. In highlighting the demographic and cultural shifts of the
21st century, this book provides a compelling case for policymakers
and their constituents to become more sensitive to the diverse
needs of our changing student population and to advocate for
policies that better serve them.
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