Abstract
Considerable strides have been made in the past decade in recognizing the centrality of the cultural context of schooling to adolescent development. In this review, adopting a developmental systems conceptualization of schooling, we focus on selected new research findings from the past decade regarding how (a) teachers, curricular tasks, and classroom environments; (b) aspects of the school as an organization; and (c) district policies and practices can play an instrumental role in adolescents' intellectual and social-emotional development.
Original language | English (US) |
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Pages (from-to) | 225-241 |
Number of pages | 17 |
Journal | Journal of Research on Adolescence |
Volume | 21 |
Issue number | 1 |
DOIs | |
State | Published - Mar 2011 |
All Science Journal Classification (ASJC) codes
- Cultural Studies
- Developmental and Educational Psychology
- Social Sciences (miscellaneous)
- Behavioral Neuroscience